Indirect Internship as a Pedagogical Device in Initial Teacher Education: A Case Study of PF30 and PF60 Programmes

Abstract

This study examines indirect internship within initial teacher education pathways (D.P.C.M. 4 August 2023) as a key pedagogical and didactic device, drawing on a case study conducted at the University of Macerata. Data collected through a final questionnaire administered to participants in the first two editions of the training pathways were analysed to explore the organizational, didactic, and methodological dimensions shaping the design of the indirect internship. The findings highlight both the potential and the critical barriers of this training component in supporting the development of the professional profile of pre-service teachers, while also emphasizing differences between the two cohorts (PF30 and PF60).