Training of Trainers

Base Knowledge

Not applicable

Teaching Methodologies

The methodology aims to be predominantly active and participatory in the sense of building knowledge, giving students the opportunity to develop skills and strategies in a work of individual and also collaborative investment.
The evaluation will respect the provisions of the Rules of ESEC.
The evaluation is assumed as continuous, including self and hetero-evaluation. It contemplates the individual pedagogical simulation and other work developed in the course to verify the domain of educational objectives and enhancement of teaching skills.
Thus (according to RFPIF, IEFP 2012), the final assessment of trainees is calculated according to the following weights:
Initial pedagogical simulation – 10%
Pedagogical objectives – 30%
Teaching skills – 30%
Intervention Project – 30%

Learning Results

This Curricular Unit will allow the student to be able:
– To understand the trainer’s role in the training system and to define the desirable competence profile;
– To plan, develop and evaluate training units;
– To self-evaluate oneself in the context of training, given the range of desirable skills;
– To develop a constructive analysis that can contribute to the improvement of training systems, both in technical and pedagogical and/or organizational terms.

Program

Module 1 – Trainer: System, Contexts and Profile
Module 2 – Initial Pedagogical Simulation
Module 3 – Communication and Group Dynamics in Training
Module 4 – Pedagogical Strategies and Methodologies
Module 5 – Operationalisation of Training: From Plan to Action
Module 6 – Educational Resources and Multimedia
Module 7 – Collaborative and Learning Platforms
Module 8 – Training and Learning Evaluation
Module 9 – Final Pedagogical Simulation

Curricular Unit Teachers

Grading Methods

Continuing Evaluation
  • - Pedagogical Intervention Project - 30.0%
  • - Pedagogical objectives - 30.0%
  • - Pedagogical simulations: Initial (10%) and Final (30%) - 40.0%

Internship(s)

NAO

Bibliography

Alves, M.; Ketele, J. (2011). Do currículo à avaliação, da avaliação ao currículo. Porto: Porto Editora
Antunes, M. (2005). As novas competências dos professores e formadores. Revista Formar, 52
Bárbara, L, (2009). Métodos e Técnicas Pedagógicas/Andragógicas. Ed. FCA – Teto de Nuvens
Ceitil, M. (2010). Gestão e desenvolvimento de competências. Sílabo
Dias, A e Gomes, M. (Coord.)(2004). E-learning para E-formadores. Guimarães: TecMinho
Ferrão, L. ; Rodrigues, M. (2012). Formação pedagógica de formadores. Lisboa: Lidel
Ferreira, P. (2007). Guia do animador na animação de adultos. Barcarena: Presença.
Osório, A. (2005). Educação Permanente e Educação de Adultos. Lisboa: Inst.Piaget.
Pozo Delgado, P.del(2013).Formação de Formadores. Lisboa: Editora Escolar
Stuart, R. (2000). Jogos para Formadores: Desenvolvimento de Equipas. Lisboa: Monitor
IEFP:http://www.iefp.pt/formacao/formadores/formacao/ReferenciaisFormadores/FormacaoContinua/Paginas/FormacaoPedagogicaContinua.aspx