Program Overview

Primary Teacher Education Program

The Primary Teacher Education program aims to form future teachers for kindergarten and primary school, promoting the acquisition of a scientific attitude characterized by the habit of observation, theoretical reasoning, comparison, and discussion with others. The program also aims to develop the ability to integrate, re-elaborate, and communicate disciplinary contents through a formation that maintains a constant balance between theoretical elements and experience.

Objectives

The program's objectives include:

• Theoretical and didactic deepening of the disciplinary areas provided for teaching by national guidelines
• Formation of teachers capable of implementing active teaching that puts the uniqueness of children at the center and promotes their curiosity, motivation to learn, autonomy, creativity, and ability to build and consolidate knowledge
• Development of relational and communicative skills correlated to the management of the adult-child relationship, the group, communication within the school community, and with families
• Acquisition of competencies in observation, evaluation, and measurement of educational processes and results

Program Structure

The program is articulated in formative areas that include:

• Basic formative activities for the acquisition of psycho-pedagogical, methodological-didactic, socio-anthropological, and digital competencies
• Characterizing formative activities dedicated to the deepening of teaching contents in the two school orders considered, related didactics, acquisition of English language competencies, and TIC competencies

Activities

The proposed activities in the different formative areas include:

• Academic courses aimed at providing theoretical knowledge related to the various formative areas, offering the opportunity to critically compare diversified theoretical and methodological models
• Didactic exercises and laboratories characterized by an experiential approach, coherent with the proposed teaching methods, integrated and connected to individual academic courses
• Direct internships (within kindergarten and primary schools) and indirect internships (in simulated situations through group work that includes research, analysis, and reflection on school experience)

Internship

The internship is divided into individual years according to criteria of continuity, commitment, and progressivity. The program is designed to promote awareness of the conditions that make the school and classroom environments places where each child can experience educational well-being and psychological safety, essential for learning, interacting with others, and confronting new experiences.