Teaching Practicum V

N/A

During the classes, use will be made of:
– exposition of the contents of the program by the teachers;
– research and individual and group work;
– presentation and discussion of the work carried out;
– sharing and analysis of elements collected in the Internship Centres.
In the subject assessment, there are options for frequency or exam. The modality by frequency will obtain the final classification resulting from:
– Participation and work developed in class – 40%;
– Internship – 60%;
The possibility of the evaluation being carried out only by exam is excluded, given the mandatory completion of the internship.

Observation and Educational Intervention V aims to reinforce the personal and professional development of future educators/teachers, expanding and consolidating knowledge related to the scope and purposes of Early Childhood Education and basic education, through differentiated actions of increasing duration and progressive accountability, privileging, when possible, moments of collaborative practice and supporting the analysis and reflection on the observed contexts.
At the end, the student should:
•Understand the fields of Early Childhood Education, 1st CEB and 2nd CEB as professional fields, in their diversity and specificities.
•Valuing the articulation between the different levels of education.
•To deepen transversal skills that support intervention in diverse educational contexts.
•Understand the role of the educator and basic education teacher as curriculum managers.
•Mobilize this knowledge in the observation and intervention activities developed during the internship.

1. Key legislative documents and their role in developing practices;
2. Curriculum construction and planning;
3. Observation and grounded educational intervention;
4. Pedagogical differentiation: Methodological characteristics;
5. Organization of educational activities according to some curricular/pedagogical models;
6. Intentionality and critical reflection in educational practices.

• - Internship - 60.0%
• - Attendance and Participation - 40.0%

SIM

Canário, R. (1998). A escola: o lugar onde os professores aprendem. Psicologia da educação, (6).
Canavarro, A. (coord) (2021). Aprendizagens Essenciais – Matemática. DGE.
Cosme, A.; Lima, L.; Ferreira, D. e Ferreira, N. (2021). Metodologias, métodos e situações de aprendizagem: propostas e estratégias de ação. Porto Editora.
Ministério da Educação (2017). Perfil dos Alunos à Saída da Escolaridade Obrigatória, Ministério da Educação.
Ministério da Educação (2018). Aprendizagens Essenciais – Ensino Básico.
Ministério da Educação (eds.). (2016). Orientações Curriculares para a Educação Pré-Escolar. Lisboa: ME/DGE.
Monteiro, R (2017). Estratégia Nacional de Educação para a Cidadania. DGE.
Oliveira-Formosinho, J. (2013). Modelos Curriculares para a Educação de Infância: Construindo uma práxis de participação. Porto Editora.
Tomlinson, C. (2008). Diferenciação Pedagógica e Diversidade. Ensino de alunos em turmas com diferentes níveis de capacidade. Porto Editora.