Internshi in 1st and 2nd cycles of Basic Education

Scholar Year: 2023/2024 - A

Courses

Head Teacher Responsability Ana Luísa da Piedade Melro Blazer Gaspar Costa Head Sílvia Cristina dos Reis Ferreira 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 11,20 Amélia Rosa   1,98 Ana Luísa Gaspar Costa   2,80 Bianor Valente   1,09 Cristina Morais   4,97 Filipe Fialho   0,90 Sílvia Ferreira   1,98

Teaching language

Portuguese

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

To know the organization of 1st and 2nd CBE schools.
To deepen, in context, the knowledge of curricular documents of 1st CBE and of Mathematics and Natural Science (2nd CBE), in conjunction withthe non-disciplinary curricular areas.
To understand the specificity of the 1st and 2nd CBE and identify transition strategies
To characterize, differentiate and relate the process of teaching a broad range of curriculum subjects and teaching specific disciplines.
To understand the dynamics of the classroom where the training takes place.
To design, implement and evaluate appropriate pedagogical interventions.
To understand pupils’ ways of thinking and difficulties and act accordingly.
To problematize and reflect about situations experienced during training.
To develop an investigative and critical attitude concerning the process of teaching and learning.
To develop a research project about own practice.
To develop autonomy and the capacity to collaborate with peers.

Syllabus

This course is a continuity of Internship in the 1st Cycle and is developed in conjunction with the didactics courses. Therefore, it is based on thesame assumptions and is oriented by identical guiding principles.
One of the differences is that students will carry out their internship either in the 1st cycle (3rd and 4th), in direct continuity with the previousinternship, or in the 2nd cycle, in the subjects of Mathematics and Natural Sciences. Students will implement an intervention that allows them tocollect empirical data related to a research project focused on their practice, either in the 1st or 2nd cycle. This research project is supported by theUC Investigation and Pedagogical Practice and by a supervisor.
The syllabus is organized around the following general themes:
oPedagogical practice in the 1st cycle and 2nd cycle: Planning, intervention, and evaluation;
oAnalysis and reflection about practice;
oQuestioning of the pedagogical practice in an investigative perspective.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The course Internship in the 1st and 2nd Cycle is a privileged moment for intervention, sharing, reflection and analysis of teaching practices, actingas a support for the construction of professional competences fundamental to the exercise of the teaching profession. In this sense, it appears,both as a deepening and as an extension of the work developed at UC Internship in the 1st cycle, so that students are progressively morecompetent in the various curriculum areas. In addition, they are expected to develop competences for teaching Natural Sciences and Mathematics inthe 2nd cycle.
For this learning to occur, the classroom is the privileged place for student’s action and, simultaneously, for the development of reflection andquestioning capacities. In addition to other dimensions, this course, must provide the students with the capacity to, retrospective and prospective,reflect about their own teaching practices, fostering their personal and professional development.

Teaching methodologies

There is a rotation between training moments in the 1st and 2nd cycles (internship) and weekly follow-up seminars, with the supervisor. Theinternship is organized into three periods throughout the school year, with 7 weeks each: 2nd cycle; 1st cycle; 2nd cycle. The fact that the firstinternship takes place in the 2nd cycle will allow a contact with the teacher's work and an informed choice about the schooling cycle in which theresearch project will be implemented.
Students are organized in pairs. In 1st cycle schools each pair works in a 3rd or 4th grade class, supported by the cooperating teacher andsupervisor. Regarding the 2nd cycle internship, each pair is supported by cooperating teachers from the two disciplines and by two supervisors.Students should plan the lessons, implement these plans, and reflect on them.

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

This course is, at it’s core, a period of teacher training in the 1st and 2ndcycles, organized around three interrelated dimensions: (i) knowledge ofthe school and of the classes where the training is developed – the context of training; (ii) planning teaching lessons for the school classes andreflection about these practices; (iii) understanding of the characteristics and learning styles of pupils of 1st and 2nd cycles, namely in order todevelop a research project focused on their own practice.
In lessons planning, the students should consider and mobilize both the characteristics of the classes where they will teach, and the didacticknowledge related to the content to be taught. The students’ reflections should be focused on the main activity developed during the practice andmust be oriented towards action and its contextual meaning. Students should not consider the reflections as mere descriptions of what happened. Itis fundamental the confrontation with practice, meaning the identification of what is considered as relevant or problematic, the interpretation ofpractice, meaning, the principles and reasons underlying the action and also its questioning and reconstruction, by mobilizing, namely, didacticknowledge.
The teaching of the course is ensured by a team of supervisors who will support students in the schools where the internship takes place and atESE/IPS. In training context students also benefit from the support of cooperating teachers.
The organization of internships, throughout the academic year, gives students the opportunity to develop a research project about their practice inthe context of the 1st or 2nd cycles of basic education. For this, they will have the support of the CU Research and Pedagogical Practice, and aproject supervisor chosen according to the theme of the research.

Assessment methodologies and evidences

Assessment: Intervention/pedagogical practice (planning, implementation, and reflection) (50%); Research Project Report and discussion (50%).

Bibliography

Perrenoud, P. (2001). Porquê construir competências a partir da escola? Asa.
Pinto J. & Santos, L. (2006). Modelos de avaliação das aprendizagens. Univ. Aberta
Roldão, M. C. (2009). Estratégias de ensino. O saber e o agir do professor. Fund. Manuel Leão.
Roldão, M. C. (2003). Gestão do currículo e avaliação de competências. Editorial Presença.
Vieira, R., & Vieira, C. (2005). Estratégias de ensino/aprendizagem. Instituto Piaget.
Cosme., A., Dima, L., Ferreira, D. & Ferreira, N. (2021). Metodologias, métodos e situações de aprendizagem
propostas e estratégias de ação - Ensino Básico e Ensino Secundário. Porto Editora.
Documentos oficiais
- Perfil dos alunos à saída da escolaridade obrigatória.http://dge.mec.pt/sites/default/files/Curriculo/Projeto_Autonomia_e_Flexibilidade/perfil_dos_alunos.pdf
- Aprendizagens essenciais. https://www.dge.mec.pt/aprendizagens-essenciais-0
- Educação para a cidadania. https://cidadania.dge.mec.pt/