Research Seminar on Pedagogical Practices

Scholar Year: 2017/2018 - A

Courses

Head Teacher Responsability Fernando Miguel de Matos Vasconcelos Almeida 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 3,60 Fernando Almeida   1,80 Jorge Pinto   1,80

Teaching language

English

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

Mobilize knowledge of various areas of knowledge for understanding the complexity of pedagogical
practices as situated processes.
• Master and mobilizes methodological knowledge in conducting research projects
• Develop research into their own practice
• Communicate effectively, using the adequate language.
• Manages effectively information relevant to their academic field and professional.
• Uses appropriate information technology and communication.
• Organizes and plans your own work or the staff work

Syllabus

Education, the school and the practices and its stakeholders as an object of study
The Educational Research and Common Sense Ideas
From local and contextualized knowledge to the formal and generalization
The place of the methods and research techniques;
The Paradigm as a social construction;
Organization of paradigms: possibilities and perspectives.
Stages of research
The construction of the problem;
The literature review;
The working method to use
The collection and data analysis;
The dissemination of results;
Research strategies
Experimental and Exploratory studies;
Case Studies;
Action Research.
The use of techniques for collecting information
Observation
Interview;
Questionnaire;
Document Analysis

Demonstration of the syllabus coherence with the UC intended learning outcomes

The educational research is recognized today as a key tool in understanding educational phenomena, but is also seen as a process of constructing knowledge at various levels that can support and encourage educational innovation as well as their own professional development. However, the complexity of the acts educational processes requires comprehensive investigation of this same reality.
Thus, this program aims to be an important contribution to this urgent task of accessing and
understanding the complexity of educational acts, both in terms of their practices in context, but also their symbolic meanings. This approach requires a rigorous but open educational research

Teaching methodologies

Presence sessions for work in diverse theoretical framework.
Seminars for methodological framework to the construction of the Project,
Collaborative work on the issue of construction project
Communication with the teacher and classmates via e-mail.
Use of the Internet pages of UC or its interactive platform (Moodle).

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

The methodologies used in this work UC aim to facilitate the construction of a meaningful learning for the
student. Thus the activities to achieve the objectives seek to develop the discipline through the articulation
of the content defined in this program with the needs and experiences of students in investigative
practices already developed (or developing) in his academic and professional. We are trying to evidence
the process of "learning by doing" as they seem to be the most appropriate for the UC.
Just as students have to develop a research project on the practice in curriculum terms for this discipline
UC Stage IV also supports the design and development of this project
For this reason there are different ways of working depending on the rationality of this uc but also the needs of students. It should be noted here the crucial importance of long-distance support via both Moodleand e-mail.
Also in terms of assessment there is a consistency between the goals and needs of UC students to work at UC to develop Stage IV including in particular the construction of the problem in defining the study design and rationale of the method used in their project work

Assessment methodologies and evidences

Assessment comprises:
- Participation of students in class (10%)
- Design methodology (90%)
which consists of:
• Identification of research problem (emerging Pedagogical Practice) and reasons (introduction)
• Study design and methodological approach (methodology)
The construction of the methodological project is compulsory to the classification.
This UC can´t be made by examination.

Attendance system

Presencial

Assement and Attendance registers

Bibliography

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.
Burguess,R. (2001). A pesquisa de terreno: uma introdução. Oeiras: Celta.
Coutinho, C. (2011). Metodologia de Investigação em Ciências Sociais e Humanas: Teoria e Prática
Denzin, N. & Lincoln, Y. (edt).(1994). Handbook of qualitative research, London: Sage Publications,
Lessard-Hébert, M., Goyette, G. & Boutin, G. (1994). Investigação qualitativa: fundamentos e práticas. Instituto Piaget.
Máximo-Esteves, L. (2008). Visão panorâmica da Investigação-acção, Porto: Porto Editora,
Stringer, E. et all. (2009). Integrating teaching, learning and action research. London: Sage

Observations

This UC can´t be made by examination.