|Title||ΠΡΑΚΤΙΚΗ ΑΣΚΗΣΗ / Practical training|
|Title in Italian||Tirocinio e insegnamento in classi di italiano a stranieri|
|School||Italian Language and Literature|
|Cycle / Level||1st / Undergraduate|
Programme of Study: UPS School of Italian Language and Literature 2013
Registered students: 11
|Italian Language and Literature||Elective Courses||Winter/Spring||-||6|
|Academic Year||2019 – 2020|
|Faculty Instructors|| |
|Class ID|| |
Knowledge Deepening / Consolidation
Mode of Delivery
- Face to face
Digital Course Content
Language of Instruction
- Italian (Instruction, Examination)
Students' participation in the traineeship program requires a basic background in programming, implementation and assessment in the foreign language lesson. They should also have a relatively high level of Italian. It is also necessary to have a basic pedagogical background that will allow the classroom to be managed in a pedagogically acceptable way that contributes to the psycho-emotional development of the students. For this reason, language courses, Planning and Assessment, Pedagogical Theories and School Practices, as well as the Italian language 1 & 2, have been defined as prerequisite courses.
By the end of the traineeship, students should be able to: - organize a foreign language course, - produce master and / or complementary teaching materials - implement their course plan - evaluate the learning process and pupils - manage the classroom and deal with appropriate pedagogical manipulations, problems that arise in the classroom, whether they relate to interpersonal relationships between students but also between students and teachers, or relate to the pupils' relationship to the subject learning.
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Design and manage projects
- Appreciate diversity and multiculturality
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
1. Curriculum implementation 2. Course Design 3. Design and implementation of student assessment 4. Troubleshooting within class-crisis management techniques 5. Micro-Teaching 6. Implementation in real-class teaching
lesson planing, teaching material production, microteaching, training
Educational Material Types
- Slide presentations
- Video lectures
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
During the course, video tutorials will be used to study and analyze the different modules of the course. Students' micro-teachings as well as teachings with real pupils in schools will be viewed in order to study and evaluate the practices followed by the teachers. It is also envisaged in the first phase of the course to display through presentations of ppt models of course design. Communication with students, beyond face-to-face communication over office hours, will also be done through software that implements VOIP technology.
The assessment of the students will be based on the portfolio study they will submit at the end of the semester and the lessons they will undertake in a public or private body. The evaluation criteria for the dossier will be: 1. Course design quality (design and curriculum relationship, suitability of the design model, suitability of the content of the project phases). 2. Quality of the teaching material they will produce. The assessment of the student's education will be based on video footage and the use of an evaluation form that will relate to the degree of achievement of the didactic-learning objectives, the creation of an appropriate learning climate in the classroom, the problem management in the classroom.
Student Assessment methods
- Labortatory Assignment (Formative, Summative)
- Πρακτική εφαρμογή
Course Bibliography (Eudoxus)
Βεντούρης, Α. (2005). Εισαγωγή στη γενική διδακτική. Αθήνα: Μπόνιας. BALBONI, P. E. (2014). Didattica dell’italiano come lingua seconda e straniera. Torino, Loescher.
Additional bibliography for study
BALBONI, P. (2013). Fare educazione linguistica: Insegnare italiano, lingue straniere, lingue classiche. TORINO, UTET UNIVERSITA. Mezzadri M., 2001. Internet nella didattica dell’italiano: la frontiera presente, Perugia/Welland. Guerra-éditions SOLEIL. Ellis, R., (2015). Understanding Second Language Acquisition 2nd Edition: Oxford University Press: Oxford.