13960 - Internship Second Year

Learning outcomes

At the end of the internship, the student manages to:

• gradually enter the school project procedure, through the evaluation of his/her own educational path;
• apply his/her own theoretical-methodological and technical-scientific knowledge, acquire new methods and operate independently, through the maintenance of a profitable interaction between theory and practice;
• participate in working groups dealing with educational planning and quality monitoring and assessment, knowing how to draft methodologically rigorous reports on the task carried out;
• decide independently on the educational and valuation tools to be applied;
• act in an autonomous and well-organized way within a class context or section, albeit with experienced teachers’ supervision;
• acquire methodological accuracy;
• schedule and put into practice didactic procedures which are aimed at actualizing interventions to deal with discomfort situations;
• actively and critically participate in educational action research contexts;
• develop self-awareness and critical consciousness about the educational techniques and the teacher’s role;
• acquire the ability to plan, manage and assess the work to be carried out in the school, consistently with the regulations and ethics of the field.

Course contents

SECOND YEAR INTERNSHIP

3 CREDITS – 75 hours

Observational-active internship

AIMS

• Observe the institutional, organizational and planning aspects of the school;

• conduct an activity by planning it in collaboration with the teacher.
  
  

INDIRECT TRAINING: 12 hours of meetings with university tutors + 13 hours of study, individual consideration and research. Group meetings with university tutors are compulsory and scheduled as follows:

Assembly (2 hours)

Group meeting pre-internship 1 (3 hours)
Group meeting of internship in progress (3 hours)
Final group meeting of traineeship (3 hours)
Individual report and assessment meeting (1 hour)

DIRECT TRAINING: 50 hours of presence at school (observational-active internship) from November to December, with the use of structured tools, available at AMSCampus [http://https//campus.unibo.it/]

For further information, please visit the 2nd-Year Internship web page at the following link [http://https//corsi.unibo.it/magistralecu/ScienzeFormazionePrimaria/tirocinio-2-anno]

THIRD YEAR INTERNSHIP

5 CREDITS - 125 hours

Observational-active internship

AIMS

• Observe the institutional, organizational and planning aspects of the school;
• Detecting the collegial dimension;
• Plan and implement a short educational path;
• Observe a fellow trainee.

INDIRECT TRAINING: 15 hours of meetings with university tutors + 10 hours of study, individual consideration and research. Group meetings with university tutors are compulsory and scheduled as follows:

Assembly (2 hours)

Group meeting pre-internship 1 (3 hours)

Group meeting pre-internship 2 (3 hours)

Group meeting of internship in progress (3 hours)

Final group meeting of internship (3 hours)

Individual report and assessment meeting (1 hour)

DIRECT TRAINING: 100 hours of presence at school (observational-active internship) from February to May with the use of structured tools, available at AMSCampus [http://https//campus.unibo.it/]
For further information, please visit the 3rd-year Internship web page at the following link [http://https//corsi.unibo.it/magistralecu/ScienzeFormazionePrimaria/tirocinio-3-anno]

FOURTH YEAR INTERNSHIP

7 CREDITS - 175 hours
Planning-active internship

AIMS

• Observe the context with particular reference to the evaluation of the quality of the Institute;
• Observe the inclusion process;
• Plan, implement and assess a DU in the prevailing perspective of individualisation;
• Apply active methodologies.

INDIRECT TRAINING: 22 hours of meetings with university tutors + 23 hours of study, individual consideration and research. Group meetings with university tutors are compulsory and scheduled as follows:

Assembly (2 hours)

Pre-internship meeting (3 hours)

Meeting of "active didactics" (4 hours)

Meeting in progress (3 hours)

Meeting of "active didactics" of your choice (4 hours)

Individual meeting in January/February 2019 (2 hours). Each university tutor will organize the individual or small group meetings independently, according to his/her own office hours.

Final meeting (3 hours)

Individual report and assessment meeting(1 hour)

DIRECT TRAINING: 130 hours of presence at school (planning-active internship) from October to the period between March and May, with the use of structured tools, available at AMSCampus [http://https//campus.unibo.it/]

For further information, please visit the 4th-year Internship web page at the following link [http://https//corsi.unibo.it/magistralecu/ScienzeFormazionePrimaria/tirocinio-4-anno]

FIFTH YEAR INTERNSHIP

9 CREDITS – 225 hours
Planning-active internship

AIMS

• Plan, actualize and assess a didactic path in terms of personalization;
• detect and reflect on how to relate to families and their active participation in school life;
• identify the aspects considered significant in a teacher's professional biography.

INDIRECT TRAINING: 22 hours of meetings with university tutors + 23 hours of study, individual consideration and research. Group meetings with university tutors are compulsory and scheduled as follows:

Assembly (2 hours)

Pre-internship meeting (3 hours)

Meeting of "active didactics" (4 hours)

Meeting in progress (3 hours)

Meeting of "active didactics" of your choice (4 hours)

Individual meeting in January/February 2019 (2 hours). Each university tutor will organize the individual or small group meetings independently, according to his/her own office hours.

Final meeting (3 hours)

Individual report and assessment meeting (1 hour)

DIRECT TRAINING: 130 hours of presence at school (planning/active internship) from October to the period between March and May with the use of structured tools, available at AMSCampus [http://https//campus.unibo.it/]

For further information, please visit the 5th-year internship web page at the following link [http://https//corsi.unibo.it/magistralecu/ScienzeFormazionePrimaria/tirocinio-5-anno]

 

Readings/Bibliography

SECOND YEAR INTERNSHIP

National Indications 2012 and read the first two chapters: Culture, School, Person and General Purposes

PTOF of the internship school

THIRD YEAR INTERNSHIP

Aureli T., Perucchini P., (2014), Observing and evaluating the behaviour of children, Bologna: IL Mulino

Camaioni L., Aureli T., Perucchini P., (2004), Observing and evaluating child behaviour, Bologna: IL Mulino

Vannini I, (2009), Quality in teaching, Trento: Erickson

FOURTH YEAR INTERNSHIP

Vannini I, (2009), Quality in teaching, Trento: Erickson

Index for inclusion

European Inclusive Teacher Profile 2012

ICF International Classification of the Functioning of Disability and Health translated into Italian in 2002 Trento: Erickson

FIFTH YEAR INTERNSHIP

About the planning

Baldacci M., Personalization or individualization, Trento, Erickson, 2006.

Benzoni I. (ed.), L'incontro.una storia, tante storie. The integrating background is not a common thread, Bergano, editions, Junior, 2000

Canevaro A., Lippi G., Zanelli P., Una scuola uno sfondo, Bologna, Nicola Milano, 1988.

Cristanini d., Programming and evaluating in nursery school, Milan, Fabbri

Cristanini D., Azzali F., Plan today. Sources, models, actions, Milan, Blacksmiths, 1995

Gordon T., Effective Teachers, Florence, Giunti, 2013

Vannini I., La Qualità nella didattica, Trento, Erickson 2009

About the interview

Catarsi E., Fonti orali e storia dell'educazione, in "Studium educationis", 2, 2002, pp. 424-432.

Contini G., Martini A., Verba manent. L'uso delle fonti orali per la storia contemporanea, Florence, Nuova Italia Scientifica, 1993.

Demetrio D., Raccontarsi. L'autobiografia come cura di sé, Milan, Cortina, 1996.

Kanisza S., What do you think? L'intervista nella pratica didattica, Rome, Carocci, 1993.

Kanisza S., L'intervista nell'approccio biografico, in Demetrio D. ( edited by), The autobiographical method, Milan, Angelo Guerini, 1996

Kanisza S., L'intervista biografica, in Mantovani S. (ed.), La ricerca sul campo in educazione. I metodi qualitativi, Milan, Bruno Mondadori, 1998, pp. 204-222.

Portelli A., Storie orali. Racconto, immaginazione, dialogo, Roma, Donzelli, 2007.

About the professionality of the teacher

Baldacci M., Individualisation and personalisation in current training scenarios, Erickson, 2005.

Bandura, A. The sense of self-efficacy, Erickson 1996

Batini, F. e Giusti S. The narrative orientation at school, Erickson 2008

Domenici G, Manuale della valutazione scolastica, Edizioni Laterza, Rome, 2003.

Gherardi V., Metodologie e didattiche attive. Theoretical perspectives and operational proposals, Aracne, 2013.

Molinari L., Mameli C., Gestire la classe, Bologna, Il Mulino, 2015.

Smorti, A. Narrazioni (Giunti, 2007).

D'Ugo R. , Vannini I., PraDISI. The formative evaluation of the didactic practices of the kindergarten teacher: observe to redesign. Franco Angeli, October 2015

Capperucci D., Piccioli M. The primary school teacher. Identity, skills and professional profile, Franco Angeli, May 2015

Mortari L., Learning from experience, Reflective thinking in training, Carocci publisher, 2011

Schon D., The thoughtful professional, for a new epistemology of professional practice, Dedalo, 1993

Teaching methods

SECOND YEAR INTERNSHIP

Participatory discussions in class, analysis of data and specific tools, simulations, focus groups, group work, metacognitive approach.


THIRD YEAR INTERNSHIP

Participatory discussions in class, analysis of data and specific tools, simulations, focus groups, group work, metacognitive approach.


FOURTH YEAR INTERNSHIP

Participatory discussions in class, analysis of data and specific tools, simulations, focus groups, group work, metacognitive approach.


FIFTH YEAR INTERNSHIP

Participatory discussions in class, analysis of data and specific tools, simulations, focus groups, group work, metacognitive approach.

Assessment methods

SECOND YEAR INTERNSHIP

Please refer to the specific internship Regulation.

THIRD YEAR INTERNSHIP

Please refer to the specific internship Regulation.

FOURTH YEAR INTERNSHIP

Please refer to the specific internship Regulation.

FIFTH YEAR INTERNSHIP

Please refer to the specific internship Regulation

Teaching tools

SECOND YEAR INTERNSHIP

Indirect intership is always conducted through small group meetings where trainees can experience collegial discussion and confrontation.

THIRD YEAR INTERNSHIP

Indirect intership is always conducted through small group meetings where trainees can experience collegial discussion and confrontation.

FOURTH YEAR INTERNSHIP

Indirect intership is always conducted through small group meetings where trainees can experience collegial discussion and confrontation.

FIFTH YEAR INTERNSHIP

Indirect intership is always conducted through small group meetings where trainees can experience collegial discussion and confrontation.

Office hours

See the website of Stefano Piastra