Internship III

Scholar Year: 2016/2017 - 1S

Courses

Head Teacher Responsability Jorge Manuel Bento Pinto Head Ana Cristina Crespo Pires Sequeira 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 18,00

Teaching language

Portuguese

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

It is intended that the / the students acquire knowledge and develop skills to:
- Deepen the concept of curriculum, curriculum management and class curricular project;
- Know the guiding documents of basic education, in particular the 1st cycle;
- Know (s) Dynamic (s) management and organization of schools of the 1st cycle and, in particular, the cooperative school;
- Further, in the context of situation, knowledge of the programs of the various subject areas;
- Know and understand the management of the classroom in which runs the training context;
- To design and implement educational intervention actions appropriate to the class which follows the stage;
- Test solutions from the identified problems;
- Understand and act appropriately on students' difficulties;
- Discuss and reflect on the situations experienced in the training context;
- Be able to develop a research project on their practices.

Syllabus

1) The teacher and the School
2) The teacher as curriculum manager
3) educational project: planning, action and evaluation
4) Support for school careers of students
5) The teacher as researcher

Demonstration of the syllabus coherence with the UC intended learning outcomes

The activity / teacher / a implies a deep knowledge of the context (school and your organization); their work object (curriculum); understand and be able to put into action all the necessary tools for the realization of its work taking account of their students.
The planning of activities in context, its implementation and reflection on this practice requires specific knowledge that are fundamental tools for the pedagogical action, know that you need a training in a work context.

Teaching methodologies

UC provides alternating training times: in cooperating schools (stage time) and ESE.
Before the start of training in the (stage), the classes are intended primarily to discuss, and identify issues and problems around the statements syllabus.
Training in the context takes place over 11 weeks, starts on 19 October and ends on 13 January 2016. In the first week the / the students stay the whole week, the stage of context. During the remaining 10 weeks matured three days (Monday, Tuesday and Wednesday) and in the remaining days (Thursday and Friday) are in ESE classes where they have to support the development stage, the responsibility of / the supervisor / the stage.

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

Training in integrated switching between training contexts allows socialization the profession and the specific nature of their work (cooperative school); training in ESE allows you to build and analyze reflectively the work in practice and plan new intervention.
For 11 weeks, the / as students matured to understand and act pedagogically on the various areas of knowledge and support students in their difficulties.
Seeks to develop an ability to understand the context of intervention and act collaboratively with the pedagogically / Group colleague, and moving progressively to the development of this capacity, independently, although assisted with the group of students.
The supervision / mentoring is understood as a tool for personal and professional development / the future / teacher / a. O / supervisor / a should support and accompany the group both in some situations in context, as in brainstorming sessions. Wanted also that there is a permanent interaction between / the teacher / cooperating and / the supervisors / the stage.
The project report requires the development of an investigation into an aspect of their practice. The realization of this project allows the development of skills in research especially in collecting and analyzing data on the practice, allowing look at her detached way, interrogate it theoretically and make decisions about the pedagogical action.







Training in integrated switching between training contexts allows socialization the profession and the specific nature of their work (cooperative school); training in ESE allows you to build and analyze reflectively the work in practice and plan new intervention.
For 11 weeks, the / as students matured to understand and act pedagogically on the various areas of knowledge and support students in their difficulties.
Seeks to develop an ability to understand the context of intervention and act collaboratively with the pedagogically / Group colleague, and moving progressively to the development of this capacity, independently, although assisted with the group of students.
The supervision / mentoring is understood as a tool for personal and professional development / the future / teacher / a. O / supervisor / a should support and accompany the group both in some situations in context, as in brainstorming sessions. Wanted also that there is a permanent interaction between / the teacher / cooperating and / the supervisors / the stage.
The project report requires the development of an investigation into an aspect of their practice. The realization of this project allows the development of skills in research especially in collecting and analyzing data on the practice, allowing look at her detached way, interrogate it theoretically and make decisions about the pedagogical action.

Assessment methodologies and evidences

A avaliação incide sobre o percurso e as produções realizadas ao longo do semestre indicadas na tabela seguinte. A classificação obtida nos produtos de avaliação será também ponderada pela assiduidade, pontualidade e pertinência do trabalho desenvolvido nas aulas na ESE.

Attendance system

presential

Bibliography

AFONSO, N. (2005) A Investigação naturalista em Educação: um guia prático e crítico. Porto: Asa.
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.inafop.pt/revista]
BELL, J. (2002) Como realizar um projecto de investigação: um guia para a pesquisa em ciências sociais e da educação. Lisboa: Gradiva/ trajectos, nº 38, 2ª edição.
BOGDAN, R. & BLIKEN, S. (1994) Investigação Qualitativa em Educação. Porto: Porto Editora.

Observations

It is noted that this course can not be performed by examination and validation of UC is subject to:
-have note less than 10 within the "intervention in educational practice" (for that among other things, it is necessary to respect the deadlines of lesson plans and reflections);
- Take note of not less than 10 in "Stage: performance in class" component of intervention in educational practice ";
-have score less than 10 in the "Research Project Report" and respective discussion.