Università Roma Tre

The master's degree course in primary education sciences involves compulsory activities of indirect training (preparation, reflection and discussion of activities, documentation for the final report of the Internship) and directed in schools. The training activities relating to the V annuality of course take place for a total of 225 hours (9 CFU) and provide for: training activities at the university during both semesters, parallel to the realization of an educational-didactic project Staff lasting 100 hours to be carried out at the institutions affiliated with the CdL, supervised by the tutor assigned. At the end of the V annuality of course the student will have the task of drafting the final report that will be presented together with the thesis during the graduation exam, in order to obtain the qualification to the teaching both in the kindergarten and in Primary school.
Training objectives:
• To elaborate, after the observation phase, an educational-didactic path on the basis of the theoretical studies envisaged, taking into account the characteristics of the macro and the micro context;
• Realize the path designed in a flexible way and document it, using the modalities appropriate to the objectives;
• Evaluate the educational and didactic path and the personal training course;
• Edit and structure The final internship report, reflecting on the skills acquired during the entire university training course.


In terms of knowledge and understanding:

With the participation in the training activities foreseen for the fifth year, the student will be able to achieve the following training objectives:
• deepening of the theoretical framework concerning the disciplinary contents of the chosen educational and didactic path, of the pedagogical theories underlying the didactic action and of the methodologies applied in the class intervention
• knowledge and modalities of use of the different didactic strategies (lesson, group work, individual work, discussion, mimesis, play, narration, cooperative learning, CLIL, story telling, learning by doing, reading aloud, etc...) and Selection Critique of teaching Tools and materials (subsidiaries, books, computers, educational outputs, specially made materials, etc.)
In terms of applying knowledge and understanding:
• conception of an educational-didactic project according to criteria of flexibility, graduality and continuity
• selection of disciplinary content related to the themes developed in the thesis
• adoption of methodologies adapted to the training goals identified
• conduct of the educational-didactic and animation activities of the group, with an effective use of dialogue, narrative, voice and movement (mimesis)
• documentation of the didactic educational path in place, highlighting the relevance with the didactic programming of the welcoming class and illustrating the elements of innovativity proposed

In terms of Making judgements:

• planning of the whole course of the training activities (direct and indirect), structuring in a weighted way the activities
• ability to select and implement relational modes functional to the management of the class group
• evaluation of the educational-didactic path in quantitative and qualitative terms and of the personal training course, comparing the theoretical framework and the programming with the actual results obtained in the classroom
• ability to critically reflect on the effectiveness of its educational and didactic intervention

In terms of Communication skills:
• Ability to select and implement relational modes functional to participation in the work team and to the school life
• Ability to use diversified expressive languages to foster learning in respect of the cognitive styles of individual pupils

In terms of Learning skills:

• propensity to experiment with strategies, innovative methodologies and research-ing interventions
• ability to analyze and manage situations-problem
• respect and enhancement of individual differences
• aptitude for reflection on the educational and didactic action, own and others, with the help of scientifically validated observative instruments (Peer-Coaching and TEP-Q)