Educational Practice I

Not Applicable

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 1stCEB.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 production, in lessons preparation, in the construction of teaching materials and observation and assessment tools, in reflection on the lessons and the use of research in teaching practice.
EST=(6 x Performance EST+2 x Participation S+2 x Dossier EST): 10
Final Mark=(3 x EST+2 x Final Report): 5

Implement training in the area of the Primary Education according to the skills of competences defined in the legislative framework, the following aims are considered:
 
 
1.Identify the professional skills competence and adapt educational practices to that profile
2.Observe and interpret in the educational context in Primary Education
3.Develop skills in curricular planning in Primary Education
4.Develop skills in educational intervention in Primary Education
5.Reflect critically about professional techniques in curricular planning and in educational intervention in Primary School
6.Develop research skills focused in the practice of educational intervention in Primary Education

Subject areas that support the activities to develop by the teacher trainee in the context of S and EST (Observation; Lesson Planning; intervention; Reflection of teaching practices; research focused on practices):
 
1.Teacher’s skills competences
2.Observation and interpretation in the context of Primary Education
3.Curricular construction and intervention in Primary Education
3.1.Planning and development of learning situations – knowledge of school curricula; scientific knowledge; didactic knowledge; class knowledge; classroom organization knowledge and work routines
3.2.Assessment and monitoring the learning process and a review of the learning strategies
3.3.Design and resource mobilization for pedagogical differentiation
3.4.Motivational and behavioral strategies
4.Teaching considerations – Levels and instruments for reflection
5.Research-action and case study in teaching practice in Primary Education

SIM

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SOUSA, F. (2010).Diferenciação Curricular e deliberação docente. Porto: Porto Ed.
VILASBOAS,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.