Base Knowledge
Not Applicable
Teaching Methodologies
The mobilized teaching methodologies are articulated in Supervised Practice (EST) and supporting Practice Seminar (S). Methodologies in EST: The supervised educational observation/intervention occurs in educational contexts of 1st CEB. The intervention within the classroom/school is accompanied by reflection of practices, scientifically and pedagogically based. The aim is to stimulate a multiple and integrated ecological work of the student in school.Methodologies in S: Providing the theoretical foundation on observation/intervention given in the framework of professional skills, it has expository form using ICT or group work, according to the intended goals. Students receive support in lesson plans elaboration, in preparing lessons, in bibliographic and web searches, in the construction of teaching materials and of observation and evaluation tools, in reflection on the lessons.
Learning Results
In order to implement professionnalisation in the field of the 1st CEB, according to the profile of skills defined in the legal framework (DL 240/2001, 241/2001 of 30/8), this UC intends to improve personal and professional development in future teachers of the 1st CEB, providing them with conditions of theoretical and practical training to enable them to developing reflective and reasoned educational quality practices in professional contexts inherent to the 1st CEB; to articulate with the Educational Practice of the 2nd CEB, identifying and exploring common general skills in both areas of teaching; to improve, further beyond the skills and attitudes necessary for quality educational intervention, the development of skills and attitudes of a research focused on practices, considering that any teacher should know to develop reasoned educational processes coherent with national curriculum and also to analyze, reflect and discuss the practices that develops/watches as a professional.
Program
Some contents were planned as general guidelines to be developed transversely: changing society and new reference points for education and learning in 1st CEB – pedagogical and curricular implications and changes in teacher professional profile; watching, planning and acting in the 1st CEB under these new reference points (epistemological frame of reference in the teaching-learning processes – ecological, socio-constructivist; organizing and implementing learning situations; checking the progression of learning/reviewing strategies; conceiving/evolving differentiating devices; engaging/mobilizing children for learning); how to relate with others and face duties and ethical dilemmas of the profession (teamwork; relation/engagement with parents and the community; availability in the context of the school organization and action); adjusting professional knowledge and investigate the practices (professional reflection; case study and action research situated in professional practice).
Curricular Unit Teachers
Grading Methods
- - Internship (performance) - 60.0%
- - Final report (public presentation) - 40.0%
Internship(s)
SIM
Bibliography
ALARCÃO, I., LEITÃO, A. & ROLDÃO, M. C. (2009). Prática pedagógica supervisionada e feedback formativo coconstrutivo. Revista Brasileira de Formação de Professores, 1(3) (pp. 2-29).
LOPES, J.; SILVA, H. (2009). Aprendizagem cooperativa na sala de aula. Um guia prático para o professor. Lisboa: Lidel.
LOURENÇO, A.; PAIVA, M. (2010). A motivação escolar e o processo de aprendizagem. Ciências e cognição; vol. 15(2) 132- 141.
MINISTÉRIO DA EDUCAÇÃO. (2012). Metas de aprendizagem para o 1.º CEB. (Matemática, Língua Portuguesa e Estudo do Meio). Lisboa: M.E.
SOUSA, F. (2010). Diferenciação Curricular e deliberação docente. Porto: Porto Ed.
VILAS-BOAS, F.; ALVES, M.; FREITAS, M. (2004). A planificação no quadro das atuais concepções de educação e de currículo. In Braga, F., Planificação – Novos Papéis, Novos Modelos. Dos Projectos de Planificação à Planificação em Projecto. Porto: Asa.