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Internship in Childhood Education II

Scholar Year: 2023/2024 - 2S

Code: MPE10022    Acronym: EEI2
Scientific Fields: Prática de Ensino Supervisionada
Section/Department: Communication and Language Sciences

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
MPE 25 Study Plan 12,0 314 324,0

Teaching weeks: 15

Head

TeacherResponsability
Sofia Gago da Silva Corrêa FigueiraHead

Weekly workload

Hours/week T TP P PL L TC E OT OT/PL TPL O S
Type of classes

Lectures

Type Teacher Classes Hours
Contact hours Totals 1 15,00
António Vasconcelos   2,53
Carina Rodrigues   2,53
Joana Filipa Oliveira Cabral   3,00
José Freitas   2,53
Maria Teresa Elvas de Matos   5,47

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

It is intended that students develop the ability to analyze integrated and holistic pedagogical phenomena, seeking to establish relationships and connections with other domains of knowledge, experience and other relevant answers in the field of child pedagogy, while if you want students to understand and incorporate the role of kindergarten teacher and their importance as people capable of meeting the needs of children and the expectations of families. Thus it is intended to create opportunities for training in the context of internship and in situations of reflection or in cooperative brainstorming internship, both in classroom sessions in ESE / IPS, enabling each student to develop skills in different areas of cross-educational intervention.

Syllabus

The syllabus of this course are organized around cross-cutting areas to act the kindergarten teacher in the context of kindergarten:
- The identity of the kindergarten educator in the performance of their duties in institutions with diferente legal regimes (Clusters of schools and private institutions and non -profit ).
- The pedagogical intervention of the educator in kindergarten : think, act and build integrating multiple knowledge of the scientific areas that inform pedagogical practices.
- Reflection of pedagogical intervention in investigative perspective.


Demonstration of the syllabus coherence with the UC intended learning outcomes

The syllabus of this unit tools necessary to correspond to the intervention of a kindergarten teacher and articulate with the goals of UC in that cover complementary areas of their professional knowledge Wanted students to understand the specificity of the pedagogical intervention of a kindergarten teacher in the context of pre-school education.
The objectives are linked to the syllabus laid down in that allow students to learn the profession of early childhood educators across multiple areas of scientific knowledge to inform teaching practices. Through their experiences in real contexts, students develop their skills pre-professional and discuss them with the professionals, the different areas of knowledge must be integrated and interconnected.

Teaching methodologies

The program sessions will be developed through analysis, reflection and interpretation of contexts and pedagogical situations, promoting reflection on pedagogical intervention, provides alternating cooperating institutions - ESE IPS.
It is expected that the student is at least 75% of the sessions and to analyze and discuss the dilemmas, perform the assessment products, develop the final report internship in close relation with cooperating counselor and the teacher who supports and follows his internship.
The evaluation focuses on the unit intervention on internship – 60% and performing, a teaching dossier 35% and attendance 5%.
A student who has insufficient component of the intervention on internship will be considered not
approved, the file can be reformulated internship, provided that the student is approved in the component of the intervention on Internship.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Students remain 2 weeks, from 2nd to 6th Mondays and 9 weeks, from 2nd to 4th Mondays in the context of kindergarten. This component of supervised teaching practice is achieved through the involvement of students in different activities in those contexts, always with the supervision of a kindergarten teacher and cooperating with the support and guidance of teachers who are part of this UC. It should be noted that this team is multidisciplinary in order to integrate the different areas of knowledge. Supervision takes two aspects: supervision in contexts where it develops the internship and weekly reflection on the school. Having teachers an important role in the process of training supervision conducted in the context assumes an essentially problematical, since it believes that it is the dialogic interaction between all of that knowledge is constructed.
These methodologies involve an educational model which consists of alternating training in alternating between training situations and situations of professional practice in order to connect the pedagogy four dimensions: the institutional dimension of partnership with shared responsibilities, the dimension of teaching-learning strategy learning, the pedagogical dimension of mentoring and shared knowledge and the personal dimension of learning for knowledge production
The methodologies include spaces for sharing and reflection, in the sessions, but also in the contexts of aging in meetings among faculty advisors, students and educators of children cooperating. These meetings promote diversification of knowledge production, creating the possibility of all stakeholders want to understand the nature of the processes or the different types of knowledge produced. Because learning to teach is a process that begins in initial training that continues throughout the teaching career, it is intended to prepare the future professionals of education in the art of teaching, so that the supervisory process is performed in a constructivist perspective in which all engage in the process of knowledge construction.
The group class is confronted with different ways of organizing teaching in the contexts of probation. Theproposed methodology encourages reflection about the congruence between the natural learning styles and strategies used. The cooperative kindergarten teachers as professionals with experience allow systematic comparison with their practices through dialogue and reflection. This dialog allows both constant reflection on the educational praxis, or exchanging information, discussing ideas, sharing dilemmas, allows, ultimately, the construction of knowledge

Assessment methodologies and evidences

The evaluation of UC focuses on the evaluation of intervention in stage (60%) and the achievement of academic productions explicit in the document itself (40%). The grade is calculated on a scale of 0 to 20.
The student who has not enough in the stage intervention component will be considered not approved. The delivery of all academic productions is mandatory. All students who have been approved in the intervention component to improve the grade is allowed in exam period only the component of academic productions.

Attendance system

Each student must be present in at least 75% of ESE / IPS sessions, with the exception of students with special statute.

Bibliography


Afonso, N. (2008). Políticas Públicas da Educação das Crianças dos 0 aos 12 Anos. Em T. Gaspar (Org.), Actas do Seminário “A Educação das crianças dos 0 aos 12 anos. Lisboa: CNE, pp. 91-109.
Branco, M.E. C. Vida (2000). Pensamento e obra de João dos Santos. Lisboa. Livros Horizonte.
Epstein, A. S. Hohmann, M. (2019) O currículo pré-escolar Highscope. Lisboa. Fundação Calouste Gulbenkian
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Cardona, M. J. (2006). Educação de Infância – Formação e Desenvolvimento Profissional. Chamusca: Edições Cosmos.
Cardona, M. J. (2011). Educação pré-escolar ou pedagogia da educação de infância? Fundamentos e conceções subjacentes. Nuances: estudos sobre Educação, Ano XVII, v. 20, n.º 21, set./dez., 144-162.
Cardona, M.J (coord.) Silva, M.I.; Marques, L. e Rodrigues, P. (2021) Planear e avaliar na Educação Pré-escolar. Lisboa. M.E/DGE
CNE (2021) Recomendação nº2/2021 A voz das crianças e alunos na educação escolar. h
Folque, M.A. (2014) O aprender a aprender no Pré-escolar: O modelo pedagógico do Movimento da Escola Moderna. Lisboa. Fundação Calouste Gulbenkian.
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Formosinho, J.; Monge, G. e Oliveira-Formosinho, J. (orgs.) (2016) Transição entre ciclos educativos. Uma investigação praxeológica. Porto. Porto Editora.
Lopes da Silva, I. (coord.); Marques, L.; Mata, L.; Rosa, M. (2016). (2016) Orientações Curriculares para a Educação Pré-escolar. Ministério da Educação/Direção-Geral da Educação (DGE).
Magalhães, G. (2007) Modelo de Colaboração Jardim de Infância – Família. Lisboa. Instituto Piaget.
Mata, L. e Pedro, I. (2021) Participação e Envolvimento das famílias. Construção de parcerias em contextos de educação de infância. Lisboa. M.E./DGE
Malavasi, L. e Zoccatelli, B. (2013) Documentar os projetos nos serviços educativos. Lisboa. APEI
Oliveira-Formosinho, J.; Lino, D.; Niza, S. (2007). Modelos curriculares para a educação de infância: construindo uma práxis de participação. Porto. Porto Editora.
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Rigolet, Sylviane (2006) Organizar e gerir reuniões de pais. Como criar parcerias no jardim de infância. Porto. Porto Editora
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Vasconcelos, T. (1997). Ao redor da Mesa Grande – A Prática Educativa de Ana. Porto: Porto Editora.
Vasconcelos, T. (2000). Das Orientações Curriculares à prática pessoal: o Educador como gestor do currículo. Cadernos de Educação de Infância, 55, 37- 45.
Vasconcelos, T. (2004), A educação de infância é uma ocupação ética. In: Revista Portuguesa de Pedagogia Ano 38, nº 1, 2, 3. Coimbra: Faculdade de Psicologia e de Ciências da Educação, pp. 109-125.
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Documentos oficiais do ME e DGE

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Página gerada em: 2024-05-18 às 08:28:51