PROFESSIONAL TRAINEESHIP 3
- Assessment methods
- Learning objectives
- Full programme
- Delivery method
- Teaching methods
To have acquired the competences of the II year of training
At the end of each training area to produce a written report to be submitted to the assistant and the reference tutor. Oral exam on the internship experience. Written exam at the end of the year on the skills acquired during the training period.
It foresees that the student is included in the intervention service also conducting some activities directly.
Acquire the basic elements to be able to grasp the design and operational choices of the professional intervention and to relate the reality that is from time to time lived with the broader context in which it is placed
Referred to the minors, hospital, marginalità areas
Practical experience and guided group and individual re-elaboration through the deepening of two areas of intervention (to be chosen among minors, marginality, Hospital area)
1) Analysis of the service and of the reference context - Significant elements of the internship structure: mission, legislative context, division of labor. - Roles and functions.- Organizational tools: team meetings, staff meetings, registers, communication passage methods, training and supervision. - Management: entry, route, resignation. - Knowledge of the political, social and recreational realities present in the territory with which the internship structure interacts. - Reflections and contributions regarding the strategies and actions of the structure for collaboration with the territory. - Educator as support and guide of the user in the "system" in which he lives and as the one who manages the expectations and requests that the community has towards the user groups. 2) Observation: action research - Observation as a prerequisite of the evaluation necessary to design. - Knowing how to write the observation to make it accessible to others. 3) The educational relationship with users - Educational setting. - The relationship with the different types of users: problems and risks related to the relationship. - Ability to read the implicit meanings of interactions. - Educational tools in relationship management: - activities: planning an activity for different targets; - designing activities starting from needs / problems, interests and residual abilities; indicators of efficiency and effectiveness of the activity; - the group: experimentation for the realization of a group activity project; experimentation of running a group; - the interview: experimentation for the realization of a project on the individual with interviews to be organized; experimentation of conducting interviews. 4) The relationship with the operators and with the team - Observation and analysis of the team work of the internship structure. - Contribution of the educator to team work: skills limit resources. 5) Educational planning - Writing an individual project, of activity, of service. - Design for calls. - Networks as a resource for the educational project. - Building a design in the context of the internship. 6) The core competence of the Professional Educator - Defining yourself positively: specificity of the educational profession, spaces and skills. - The educator in the internship structure. - Social competences of the educator (promoting changes within the territory). - Deepening of self-observation: recognition of one's own style of behavior and thought patterns that can interact with the role; recognition of their own qualities / frailties that can become professional skills and / or risks for the performance of the role.
Third year lesson notes. Material dealt with during the hours of tutoring. Insights from the relevant literature and legislation referring to trainee use.
Obligation to attend tutoring lessons. Obligation to attend mini-seminars centered on territorial projects. Learn from practical experience in training alongside the internship assistant.