Conception, Development, and Assessment of Projects

N/A

The course is organised in such a way that its objectives correspond to the diversified methodologies inherent in the training and assessment activities that the trainee must carry out, which are identified and organised in face-to-face and distance synchronous and asynchronous modalities, allowing the trainee to build knowledge and develop integrated skills.

Tutoring sessions will be held and virtual forums will be made available in order to offer permanent technical and social support to all students:

MODALITIES

Face-to-face – 6 contact hours

Final Work (group) 40%

Oral presentation of the Final Paper (individual) 10%

Critical reflection (individual) 20%

Note that the summative assessment takes place in the last session of the face-to-face modality.

Synchronous distance – 8 contact hours

Involvement/Participation 20%

Asynchronous distance – 11 contact hours

Involvement/Participation 10%

– To publicise national and international practices, encouraging sharing and collaboration;

– Promote reflection on organisational practices in order to promote reflection on the educational success of all students;

– Designing, implementing and evaluating educational intervention projects, based on the profiles of their students, in the contexts and with the existing resources, considering and integrating different practices, activities and strategies;

– Reflect on ways of coordinating work to be carried out at the different levels and structures of organisations.

1. Planning, Strategic Planning and Forward Planning;

 2. Project Planning Stages, Techniques and Tools;

3. School Planning: Educational Project and Activity Plan;

4. Project Management, Management by Projects.

• - Synchronous participation (20%) + Asynchronous participation (10%) - 30.0%
• - Group work (40%) + Oral presentation of Individual Paper (20%) - 50.0%
• - Individual Critical Reflection - 20.0%

NAO

Capucha, L. (2008). Planeamento e avaliação de projectos. Lisboa: DGIDC.

Cohen, A.C. & Fradique, J. (2018) Guia da Autonomia e Flexibilidade Curricular. Texto Editora

Ponte, J.; Brunheira, L.; Abrantes, P. & Bastos, R. (1998). Projectos educativos. Mem Martins: Ministério de Educação, Departamento do Ensino Secundário.

Kotter, J. (2000). Que hacen los líderes. Barcelona. Gestión 2000.

Hargreaves, A. (1998). Os professores em tempos de mudança. O trabalho e a cultura dos professores na idade pós-moderna. Lisboa: McGraw Hill.