Internship in 1st cycle

Scholar Year: 2023/2024 - 2S

Courses

Head Teacher Responsability Elisabete Maria Xavier Vieira Gomes Head Maria de Fátima Pista Calado Mendes 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 14,30 Bianor Valente   3,20 Carla Cibele Figueiredo   1,80 Luís Mestre   2,60 Maria de Fátima Mendes   2,60 Sónia Patrícia Limpo   2,27

Teaching language

Portuguese

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

- Understand the entry into school from the point of view of the social representation of children and families and the relational dimensions
involved.
- Know the various dimensions of the teaching profession, namely the specific characteristics of teaching a broad range of curriculum subjects.
- Know the curricular documents that guide teacher's action.
- Know the dynamic of management and organization of 1st cycle schools, in particular the internship context.
- To deepen, in a context situation, the knowledge of the curricular guidelines of the different areas of the 1st and 2nd years of schooling.
- Design, plan, implement and evaluate pedagogical activities suitable for the internship class.
- Rehearse pedagogical solutions based on identified problems.
- Understand and rehearse pedagogical differentiation strategies, identifying their relevance for the characteristics of the children's learning
process.
- Problematize and reflect on situations experienced in training in context.

Syllabus

The contents to be addressed are based around four broad themes:
1) The teacher and the school
2) Teaching as a relational profession: the pedagogical relationship with the child and the group
3) The teacher as curriculum manager
4) Educational action: planning, acting and evaluating

Demonstration of the syllabus coherence with the UC intended learning outcomes

Being a teacher implies in-depth knowledge, both of the context (school and its organization), and of its object of work (curriculum) as well as understanding and being able to put into action all the tools necessary to carry out your work, taking into account the specifics of the children you will work with. The planning of activities in context, their implementation and reflection on these practices require specific skills that are fundamental tools for pedagogical action, skills that need training in the work context.

Teaching methodologies

The UC foresees the alternation of training times: in cooperating schools and at ESE.
Classes at ESE are intended to analyze and discuss the dimensions of the teaching profession, namely: aspects related to curriculum management, planning and evaluation, pedagogical relationship or organization of the educational environment.
The training in context takes place over 7 weeks, in the 1st or 2nd year of the 1st cycle, with students organized in pairs. The first week is intended for intensive observation throughout the whole week. During the remaining 6 weeks, students spend 3 days in internship and 2 days at ESE where they have support from supervisors for the development of the internship.
The evaluation focuses on the course and productions carried out throughout the semester.

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

Training in integrated alternation between training contexts allows for socialization with the profession and with the specificity of its work (cooperating schools). Training at ESE/IPS allows students to reflexively build and analyze the work carried out in practice and plan the new intervention.
For 7 weeks, students train in 1st or 2nd grade contexts in order to understand and act pedagogically on the various curricular areas and support pupils in their difficulties.
At first, it seeks to develop an ability to understand the context of intervention; in a second phase, it aims to act collaboratively with the group colleague and, finally, in a third moment, to act autonomously.
Supervision/tutoring is understood as an instrument at the service of the future teacher's personal and professional development. The supervisor should support and accompany the group both in some context situations and in reflection sessions. It is also intended that there is a permanent interaction between the cooperating professors and the internship supervisors.

Assessment methodologies and evidences

The classification results from the following evaluation products:
- Sessions at ESE (attendance and relevance of interventions): 10%
- Internship (plans; performance): 60%
- Internship portfolio: 30%

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 Editora.
Alonso, L. & Roldão, M.C. (2005). Ser professor no 1º ciclo: Construindo a profissão. Almedina.
Cosme., A., Dima, L., Ferreira, D. & Ferreira, N. (2021). Metodologias, métodos e situações de aprendizagem
propostas e estratégias de ação. Porto Editora.
Cosme, A. (2018). Autonomia e flexibilidade curricular. Porto Editora.
Perrenoud, P. (2001). Porquê construir competências a partir da escola? Editora Asa.
Pinto J. & Santos, L. (2006). Modelos de Avaliação das Aprendizagens. Universidade Aberta.
Roldão, M. C. (2009). Estratégias de ensino. O saber agir do professor. Fundação Manuel Leão.
Documentos oficiais
Perfil dos alunos à saída da escolaridade obrigatória.
Aprendizagens essenciais das áreas curriculares do 1.º CEB
Educação para a cidadania