Traineeship (Internship) in the 2nd Cycle

Scholar Year: 2016/2017 - 2S

Courses

Head Teacher Responsability Ana Maria Dias Roque Lemos Boavida 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 1 13,00

Teaching language

Portuguese

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

- deepen the concept of curriculum, curriculum development and class curriculum project;
- know dynamics and the organization of upper primary schools (2nd cycle) and, in particular, of the school where the student is doing his/her training;
- deepen, in context, knowledge about the curricula of subject areas from the 2nd cycle;
- Know and understand the management of the classroom where the training takes place;
- implement appropriate educational intervention actions in the classroom where the training takes place;
- identify problems and test solutions;
- Understand the ways of thinking and the difficulties of the students and act appropriately;
- Discuss and reflect on situations experienced during the training;
- Be able to develop a research project based on practice.

Syllabus

Teaching practice: Planning and intervention
Teaching practice and research
Reflection on action

Demonstration of the syllabus coherence with the UC intended learning outcomes

The course "Training in Upper Primary Schools" is a privileged space of intervention, sharing, reflection and analysis of teaching practices in the areas of Portuguese Language, History and Geography of Portugal, Mathematics and Natural Sciences; it supports the development of fundamental professional knowledge of teachers in these areas.
In order to achieve this, the classroom is the privileged place of student’s action and simultaneously for the development of reflection capacities. In addition to other dimensions, training in context must provide reflection on practices fostering personal and professional development of future teachers as individuals and as members of a professional group.

Teaching methodologies

The course provides periods of training in upper primary schools and periods in ESE / IPS. The training takes place during 10 weeks. The groups consist of two elements. Each group will work in a class with cooperating teachers of the respective disciplines and will be guided by four supervisors: Portuguese Language, Mathematics, Natural Science and History and Geography of Portugal.

In this context, the students shall plan lessons, shall implement these lessons and shall reflect on them both orally and in writing. Depending on the training period, one of the group members must teach classes of (i) Natural Sciences and Mathematics or of (ii) History and Geography of Portugal and Portuguese Language. The lesson plans of these classes will be under the responsibility of the group member that teaches them while it is desirable to have collaboration among students. During the training period, each student must deliver to the respective supervisors the lesson plans corresponding to their intervention. Interventions in classes, and written reflections will be mandatorily individual.
The written reflections, two in number, should focus on the essential aspects to the activity performed during the periods of practice and should be oriented for action and their meanings. It is important not to conceive the reflections as mere descriptions of what happened. It is essential the confrontation with practice, that is the identification of what there is considered relevant or problematic, the interpretation of this practice, that is, principles, reasons or motives underlying the action and yet his problematization and reconstruction.
During the probationary period there will be in ESE / IPS, weekly seminars, focused on the preparation and reflection on practice and the students will be supported by the supervisors of this institution.
The research project to develop, will be supported by the the course unit Research Seminar and Project and a designated supervisor depending on the theme to work.

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

Training in context takes place in an upper primary school and occurs in a class of 5th or 6th grade, for 10 weeks in
three moments whose purposes are: (i) recognition of the context; (ii) preparation and teaching classes (iii)
intervention, aimed at developing the research project.
The team of supervisors of the scientific areas will teach this course and will support students in schools where
there are training in context and in ESE / IPS. In the training context, the students benefit, also from the support of
the cooperating teachers.
Students should develop a research project on their practice. To do so, they will have the support of the course
"Research Seminar and Project" and of a supervisor according to the theme they are investigating.

Assessment methodologies and evidences

The assessment will be focused on the journey and the productions performed during the semester. The classification obtained in the assessment elements will also be weighted by assiduity, punctuality and relevance of the work in seminars and tutorial support sessions as well as the meeting deadlines.

Student´s approval is subject to the obligation to have a rating equal to or higher than 10 in each of the following two dimensions:
1) educational intervention in practice (50%)
1.1. lesson plans (15%)
1.2. Performance in the classroom (25%)
1.3: written reflections (10%)
2) Research Project Report and its discussion (50%).

In addition, students must have also a rating equal to or higher than 10 in item performance in the classroom

Attendance system

This course can not be accomplished through examination. The teaching of classes in training school and participation in training seminars is mandatory.

Bibliography

General bibliography
Alarcão, I. (2001). Professor-investigador: Que sentido? Que formação? In B. P. Campos (Ed.), Formação profissional de professores no ensino superior (Vol. 1, pp. 21-31). Porto: Porto Editora. (disponível no site http://www.educ.fc.ul.pt/docentes/jponte/sd/textos/alarcao01.pdf)
Cardoso, C. (coord.) (2001). Gestão Intercultural do Currículo - 2º Ciclo. Lisboa: ME-Secretariado Entreculturas/ colecção Educação Intercultural, 11.
Egan, K. (1994). O uso da Narrativa como técnica de ensino: uma abordagem alternativa ao ensino e ao currículo na escolaridade básica. Lisboa: Publicações Dom Quixote
Egan, K. (2001). Mente de criança: coelhos falantes e laranjas mecânicas. Lisboa: Instituto Piaget/ Horizontes Pedagógicos.
Formosinho, J. (2007). O currículo uniforme pronto-a-vestir de tamanho único. Mangualde: Edições Pedagogo.
Leite, C., Pacheco, J. A., Mouraz, A., & Moreira, A. (Orgs.) (2011). Políticas, fundamentos e práticas do currículo. Porto: Porto Editora.
Pacheco, J. A. (2001). Teoria e práxis. Porto: Porto Editora.
Perrenoud, P. (2001). Porquê construir competências a partir da escola? Lisboa: Edições Asa.
Pinto J. & Santos, L. (2006). Modelos de Avaliação das Aprendizagens. Lisboa: Universidade Aberta.
Rich, D. (1992). Mega Skills. Boston: Houghton Mifflin / NEA.
Roldão, M. C. (2009). Estratégias de ensino. O saber e o agir do professor. Vila Nova de Gaia: Fundação Manuel Leão.
Roldão, M. C. (2003). Gestão do currículo e Avaliação de Competências – as questões dos professores. Lisboa: Editorial Presença.
Roldão, M. C. (1999). Gestão Curricular – Fundamentos e Práticas. Lisboa: ME – DEB.

Curricular documents

Programas do Ensino Básico e Metas Curriculares
http://www.dge.mec.pt/programas-e-metas-curriculares-0