Traineeship (Internship) III

Scholar Year: 2017/2018 - 1S

Courses

Head Teacher Responsability Ana Cristina Crespo Pires Sequeira Head Jorge Manuel Bento Pinto 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 12,95 Ana Cristina Sequeira   2,77 Ana Maria Boavida   2,47 Filipe Fialho   2,47 Helena Simões   2,47 Jorge Pinto   2,77

Teaching language

Portuguese

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

Understanding school entry from the point of view of social representation of children and parents involved and relational dimensions.
Knowing the various dimensions of the teaching profession.
Knowing the guiding principles and the program of the 1st cycle of basic education and curriculum goals.
Knowing (s) Dynamic (s) management and organization of schools of the 1st cycle, particularly its internship context.
Further, in the context of situation, knowledge of the programs of the various disciplines of the 1st and 2ºanos education.
Design, plan, implement and evaluate educational activities appropriate to the class which follows the stage
Test pedagogical solutions from the identified problems.
Understand and act appropriately on students' difficulties.
Discuss and reflect on the situations experienced in the training context.

Syllabus

The contents of the address substantiate up around three broad themes :

1 ) The teacher and the school
2 ) The teacher as curriculum manager
3 ) The educational project : planning , action and evaluation

Demonstration of the syllabus coherence with the UC intended learning outcomes

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

Teaching methodologies

UC provides alternating training times: the cooperating schools, and ESE.
Classes at ESE intended primarily to analyze and discuss the dimensions of the teaching profession, as well as equating aspects related to curriculum management, planning and evaluation.
Training in context runs over 10 weeks in the 1st or 2nd year of schooling. The first week is intended for observation, and students remain, all week, the stage of context. During the remaining nine weeks, students matured 3 days and the other days are in the ESE where they support the development stage, the responsibility of supervisors

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

Training in an integrated changing between contexts of socialization training allows the profession and the specificity of their work (cooperating schools); training in ESE / IPS enables you to build and reflexively analyse the work done in practice and plan new intervention.
During 10 weeks, students aged in contexts of the 1st grade to understand and act pedagogically about the various areas of knowledge and support students in their difficulties.
Seeks to, at first, to develop an ability to understand the context of intervention; a second act collaboratively with fellow group and finally a third time, act autonomously.
The supervision / mentoring is seen as an instrument for personal and professional development of future teachers. The supervisor should support and accompany the group both in some situations in context, as in reflection sessions. An attempt is also provide a permanent interaction between cooperating teachers and field supervisors.

Assessment methodologies and evidences

The assessment focuses on the route and the productions held throughout the semester.
The marks obtained in assessment products as listed below will be considered for the relevance of communications during class at ESE.
Sessions at ESE : 10 %
Stage : Planning 20 % ; Performance 40 %; Reflections 15%
Portfolio stage: 15 %

Attendance system

Presencial

Bibliography

Formosinho, J. (2007). O currículo uniforme pronto-a-vestir de tamanho único. Mangualde: Edições Pedago.
GTI (Ed.). (2002). Reflectir e investigar sobre a prática profissional. Lisboa: APM.
ME – INAFOP (2001). Perfis de Desempenho Profissional do Educador de Infância e do Professor do 1º Ciclo do Ensino Básico (Decretos-Lei nº 240/2001 e 241/2001 de 30 de Agosto).
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.
Programas e metas curriculares para o Ensino Básico:
http://dge.mec.pt/metascurriculares/index.php?s=directorio&pid=2
Roldão, M. (2003). Gestão do currículo e Avaliação de Competências – as questões dos professores. Lisboa: Editorial Presença.
Roldão; M. (2009). Estratégias de Ensino. O saber agir do professor. Vila Nova de Gaia: Fundação Manuel Leão.