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Research Seminar and Project I

Scholar Year: 2019/2020 - A

Code: MPE10015    Acronym: SIP1
Scientific Fields: Prática de Ensino Supervisionada
Section/Department: Social Sciences and Education

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
MPE 23 Study Plan 5,0 60 135,0

Teaching weeks: 30

Head

TeacherResponsability
Ana Luísa Rebelo de Oliveira PiresHead

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 2,00
Ana Luísa Oliveira Pires   1,00
Isabel Maria Tomásio Correia   1,00

Teaching language

Portuguese

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

This Unit aims to provide students with the opportunity of:
a) engaging in ways of seeing and understanding educational situations and contexts with a level of
awareness enabling critical thinking, unobstructed from the common sense level of awareness.
b) acquiring the capacity to describe in a concrete manner the educational episodes;
c) developing interpretative competence to give meaning to these episodes;
d) implementing problem-based methodology ,selecting and formulating an action research problem;
e) putting into practice a project of change and innovation of some aspect which may be common to
nursery schools and kindergarten where they follow their internship periods.

Syllabus

1. Epistemological issues in educational research: a) ethical dimensions of educational research; b) the
problem of objectivity; causality, prescription versus pedagogical interpretation.
2. Qualitative educational research issues and methods: a) the interpretative paradigm; b) models of
observation; c) action research in educational settings.
3. Methods and procedures to gather relevant information: a) the interview; b) inquiry; c) observational
models; d) sociography.
4. Methods and procedures of information analysis: a) content analysis; b) sociographic maps; c) graphic
productions analysis; d) analysis of information obtained by means of observation models.


Demonstration of the syllabus coherence with the UC intended learning outcomes

Recognizing and questioning the epistemological basis of educational research comprise the critical
examination of the following notions: objectivity, a supposed universal foundation of knowledge, as well as the critical analyses of studies pretending to establish cause-effect relationships between pedagogical variables. This critical view leads to a perspectivist and multi-referentiated position that enlighten the interpretative paradigm in educational research in which action-research is grounded.
Matching the epistemological position of pedagogy, the epistemological framework of research-action, meets the required competence to develop research for the improvement of practice.
This unit provides students opportunities to consider the application of different methods, devices and tools of gathering and interpreting data, allows them to accomplish an action-research pre-project situated in internship settings.

Teaching methodologies

Practical-theoretical sessions, besides theoretical presentations, teachers invite students to discuss
concrete illustrations of internships.
Fieldwork of this unit has deep connections with units Internships in Nursery School and in kindergarten, both teachers supervising internships.
Each student develops an action-research pre-project, the supervision of which is undertaken by means of face-to-face sessions, as well as by means of e-learning devices.
In seminar sessions, teachers invite students to present the ways they have experienced critical situations in internships, related with the subject of their pre-projects. Teachers encourage open debates where students express different ways of seeing, interpreting and conceiving internship situations.
Evaluation system: a) continuous evaluation is undertaken along all sessions throughout the first
semester; b) examinations in the academic period reserved for this purpose.

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

pedagogy and educational research, and to conceptualise the practical role of action-research in
educational settings. In these sessions, teachers invite students to drop the ideal of objective knowledge, because of the peculiar position of every observer: belonging to the situation observed, he collects the effects of his own observation. Teachers suggest students to explore the idea that objectivity is never achievable in educational research, so that entails the idea that to assure the reliability of his study, researcher may consider himself an object of study, describing and interpreting his own participation and his own ways of seeing the phenomena or situations under study.
In sessions carried out on internship settings, as well as in face-to-face personal sessions, teachers
confront students simultaneously with the need to produce detailed and concrete descriptions, along with the inevitability of engaging themselves in a hermeneutic process of interpretation. This means that students realize the need of developing a thinking process suitable for discerning effectively the circular relationship between interpretation and description: interpretation enlightens description and description illustrates interpretation.
The core concern of teachers during seminar sessions is to expose students to narratives of other
students, about different situations, from different points of view, producing different interpretations.
Teachers intend to expose students to a perspectivist and multi-referentiated experience of seeing,
discerning and conceiving the pedagogical situations.
Likewise, in most sessions, teachers use intensively the students’ productions, as well as cooperative preschool teachers’ experiences, both to reflect critically on professional issues encountered by students and cooperative teachers, and to expose students to a wide range of situations and different sort of childcare and educational settings. Teachers rely on the core idea that they prepare students to act as pre-school teachers in future situations more or less unknown. Students need to act effectively in these unknown situations; therefore, they need to have an effective way of conceiving situations in internships. Teachers are confident that learning to know how to act effectively in a situation, implies to enlarge the range of possibilities of seeing and conceiving the same situation and involves to widen the variety of situations.
Due to the experience of variation, students widen or change their ways of conceiving situations, i.e., they become progressively able to discern critical aspects of the situations they have to handle. Learning to undertake action-research projects aiming change and innovation, is what ultimately teachers intend students to undertake by means of the deep and intensive follow-up of all phases of projects.

Bibliography

Almeida, J.-C. (2001). Em defesa da investigação-ação. Sociologia, Nov. 2001, no.37, pp.175-176.
Ambrósio, T. (2001). Educação e Desenvolvimento – Contributo para uma mudança reflexiva da Educação.
Lisboa: UIED.
Barbier, R. (1985). A pesquisa-ação na Instituição Educativa. Rio de Janeiro: Zahar Editores.
Bardin, L. (1991). Análise de Conteúdo. Lisboa: Edições 70.
Bogdan, R. e Biklen, S. (1994). Investigação Qualitativa em Educação. Porto: Porto Editora.
Brandão, C. (1984). Pesquisa Participante. São Paulo: Editora Brasiliense.
Carmo, H. e Ferreira, M. (1998). Metodologia da Investigação – Guia para Auto-aprendizagem: Lisboa:
Universidade Aberta.
Pineau, G. (2006). As histórias de vida em formação: génese de uma corrente de pesquisa-ação-formação
existencial. Educ. Pesqui. vol.32 no.2 SãoPaulo Maio/Agosto.
Spodek, B. (Org.), (2002). Manual de Investigação em Educação de Infância. Lisboa: Fundação Calouste
Gulbenkian.

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Página gerada em: 2024-03-28 às 15:07:40