Educational Contexts and Teaching Practice

Scholar Year: 2017/2018 - 2S

Courses

Head Teacher Responsability Luís Carlos Rodrigues dos Santos Head Luísa Manuela da Costa Ramos de Carvalho Head

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 2 6,40 Luís Santos   3,20 Luísa Ramos de Carvalho   3,20

Teaching language

Portuguese

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

- Identify, characterize and understand different formal, informal and non formal educational contexts.
- Understands and values the role of different educational contexts for child's overall development.
- Know the organizing principles of the Portuguese Education System (Education Act)
- Knows and understands the dynamics of educational management and organization of schools.
- Knows and understands modes of organizing the educational work of the educator / teacher.
- Knows, in general, the guiding principles of the curriculum proposed for the Education of Children and for the 1st cycle of elementary education.
- Identifies the various participants in the educational activities and differentiated missions and complementary of each (parents, educators, educational auxiliaries, of curriculum enrichment activities, etc.)
- Develops skills of analysis and critical reflection, particularly on the functions of social and educational contexts visited.

Syllabus

The different contexts of education and relevant technical complementary and articulation
Formal, non formal and informal education.
The organization of the education system in Portugal.
The organizational management in the contexts of formal education.
The principles of organization and construction of curriculum and curricular flexibility.
Guiding principles of nursery, curriculum guides of the Kindergarten programs and guiding principles of the first cycle of basic education.
The educational actors and their multiple interactions.
The professional education: the kindergarten teacher and the teacher of the first cycle - Performance profiling.

Demonstration of the syllabus coherence with the UC intended learning outcomes

In this curricular unit's is intended that students will be appropriating the meaning deontological and ethics inherent in the profession of educator / teacher and understand the complexity of the task they have in society today. It is therefore important to understand what fits and links professionals from various levels of education, it is essential to know the basic law governing the education system, the management of educational institutions and the rights and duties inherent in professional education, materials contained in the syllabus. Along with this knowledge about the occupation, and educational institutions, is working the broad meaning of curriculum and how it finds expression in curricular guidelines (preschool) and programs (1st cycle), as well as the tasks conferred upon the educator / professor in management.

Teaching methodologies

It will address the themes of the program through diverse methodologies that include exposure of the teacher, work and analysis of texts in a group discussion of key issues, considering lessons along the diverse dynamics of student participation. Will also be offered to students a set of visits to formal and non formal education, thus enabling a global view of the professional intervention of a kindergarten teacher or a teacher of the 1st cycle of basic education. It is expected to present and discuss the themes emerging from the realities experienced in educational contexts in which they were participating as observers. Care must be taken in assessment products required (visit report, analysis and presentation of texts) to realize the proposed acquisition of knowledge within the syllabus, as well as take into account other key elements of their participation in the curricular unit's.

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

Curricular unit's seeks to create the foundation for understanding the issues of professionalism, placing it in the complexity of the educational mission and in today's society. To do this, it is considered an appropriate methodology that involves the transmission of knowledge contained in the basic texts (legal, written by professionals and academics) and the experience of teachers and other education professionals invited. It is also proposed, by considering a method of enriching students' own experience, contact with the institutions and practices of professionals in the field of moments of observation, properly prepared and supported by teachers / educators who receive them. Reflecting on this experience (in terms of group and individual) provides understand to what extent the knowledge acquired and appropriated the proposed (s) meaning (s) of the profession.

Assessment methodologies and evidences

The classification will have the following elements:

- Participation, attendance and work done in class - 25%
- Reports of curriculum seminars (individual records and final reflection) - 25%
- Individual inspection report (report script) - 25%
- Presentation of the context visited group (oral only) - 25%

Failure to carry out the visits provided to different contexts precludes approval at UC (also valid for the student workers). A visit to an institution can not be replaced by any other type of activity. Working students should contact the faculty of UC in the first half of the semester to analyze your situation and see if some kind of adjustment in relation to the proposed evaluation is possible.

Attendance system

Students have to attend at least 50% of classes.

Bibliography

ÁVILA DE LIMA, J. (Coord) (2002). Pais e professores, um desafio à cooperação. Porto: Asa.
CARDOSO, C. (coord.) (1998). Gestão Intercultural do Currículo. Lisboa: ME – Entreculturas.
DELORS, J. et all (1996) Educação um tesouro a descobrir – Relatório para a UNESCO da Comissão Internacional sobre educação para o sec. XXI, Porto, ASA
MORGADO, J. (1997). A Relação Pedagógica. Lisboa: Presença.
PERRENOUD, P. (2000). Novas competências para ensinar. Porto Alegre: Artmed.
PIRES, E. (1989). Escolaridade Básica Universal, Obrigatória e Gratuita. In O Ensino Básico em Portugal. Porto Edições ASA.
SERRA, C. (2004). Currículo na Educação Pré-escolar e Articulação Curricular com o 1.º Ciclo do Ensino Básico. Porto: Porto Editora.

Observations

UC can not be performed by examination, enrollment in the same serves only to improve the delivered product evaluation.