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Fundamentals of Educational Action

Scholar Year: 2017/2018 - 1S

Code: MP1C10013    Acronym: FAP
Scientific Fields: Área Educacional Geral
Section/Department: Social Sciences and Education

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
MPE1C 20 Study Plan 5,0 60 135,0

Teaching weeks: 15

Head

TeacherResponsability
Jorge Manuel Bento PintoHead

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 4,00
Jorge Pinto   4,00

Teaching language

Portuguese

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

• Develop the established pedagogical relationship between teacher and student as interpersonal encounter marked by two identities narratives constituted over two biographies.
• Understand education as a mediator object between the teacher and the student to perceive and recognize socio historical contingencies, intrapsychic and interpersonal of the teaching profession.
• Observe and describe the dynamics of the educational act. Identifying and describing the resistors and facilitators in the different phases of action dynamics.
• Understand the complexity of the educational act
• Developing a reflective attitude as an actor of the educational act.

Syllabus

• Political and ethical dimensions of the teaching profession
Challenges and dilemmas in the teaching profession.
Teachers as knowledge workers.
Transmit the culture/innovate and transform the world.
Fantasy of the teaching
Among the "local knowledge" and universal authoritative analysis.
• Characteristics of the teaching profession
The profession as a profession of the human
General educators: reference knowledge, scientific knowledge and knowledge of the ordinary.
Teachers as experts of the pedagogical relationships
Module II•
• Learning as the core of the educational act
Curriculum: conceptions
Teaching and learning: the nature of the processes
Learning: dynamics and the role of other
Learning: resistances and its evidences
• Assessment of learning as a tool for learning
Assessment: from measure to the social relationship
Formative assessment: the feedback
Formative assessment: tools and practices


Demonstration of the syllabus coherence with the UC intended learning outcomes

This UC is intended as an area of knowledge and reflection on the education act set. Thus, content and pedagogical work that are organized in two modules focus respectively: (i) on the ethical and political dimensions of the educational act, in the perspective of reflection and action, (ii) on the educational act in context, looking understand their meanings, problems arising from the action, in particular near its protagonists and its impacts both social and personal. These aspects are the central core of the teacher job: know what students do to learn and how to support them in this work, given that all the teacher's action unfolds in a specific social and organizational context.

Teaching methodologies

The activities seek to create conditions for achieving the objectives of the Course through the analysis of practices and their relationship with concepts that "light" and are projected in new directions for action.

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

So, provide the following work processes:

one indidual work (50%),
one group work (50%).

Assessment methodologies and evidences

The methods followed vary according to the objectives of UC which are intended to work. Sessions include group work, which addresses the major conceptual frameworks set out by the teacher for students working here at a seminar spurred by students individually or working groups. Included workshops in group situations or deepening of actual cases or constructed episodes of the classroom. This methodology aims to ensure the centrality of participation of all students in a study of knowledge construction having privileged process and reflection on action.
In terms of assessment for the addition of participation during the working sessions of the UC (classes) for a group evaluation on the analysis of episodes of classroom and individual work where you want to see the appropriation of the conceptual tools and their use worked under this UC

Attendance system

presencial

Bibliography

Daniels, H. ( 2001) Vygotsky e a Pedagogia, São Paulo, Ed. Loyola.
Illeris, K. (2009) Contemporary theories of learnig. London: Routledge
Kaës, R., Anzieu, D. & Thomas, L. (1984). Fantasme et formation. Paris: Bordas.
Maguire, M; Wooldridge, T; Pratt-Adams, S. (2010) The Urban Primary School. Londres: Open University
Press.
Meurieu, Ph. (1995). La pédagogie entre le dire et le faire. Paris: ESF Éditeur.
Nascimento, E., Gonçalves, J., Fernandes, F., & Leitão, P. (2004). Da ética à utopia em educação. Porto:
Edições Afrontamento.
Pinto, J. & Santos, L. (2006). Modelos de avaliação das aprendizagens. Lisboa: Universidade Aberta.
J. Onrubia; I. Sole & A. Zabalza (org.) (2006). O construtivismo na sala de aula (pp. 8-27). Porto: ASA
Editores
Varela, F. (1996-b). Quel savoir pour l’éthique ? Paris: Éditions La Découverte.
Pedagogie: www.meirieu.com

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Página gerada em: 2024-03-28 às 17:40:42