Code: | MP1C20021 | ||||||||||||||||||||||||||
Acronym: | ESTAG4 | ||||||||||||||||||||||||||
Section/Department: | Social Sciences and Education | ||||||||||||||||||||||||||
Semester/Trimester: | 2nd Semester | ||||||||||||||||||||||||||
Courses: |
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Teaching weeks: | 15 | ||||||||||||||||||||||||||
Weekly workload: |
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Head: |
Jorge Manuel Bento Pinto Ana Cristina Crespo Pires Sequeira |
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Lectures: |
Ana Cristina Crespo Pires Sequeira António Ângelo de Jesus Ferreira de Vasconcelos Helena Maria Espada Simões Jorge Manuel Bento Pinto Maria de Fátima Pista Calado Mendes |
Portuguese
UC provides alternating training times: the cooperating schools, and ESE.
The classes are intended primarily to discuss, and identify issues and problems around the topics of curriculum management, planning and evaluation.
Training in the context takes place over 10 weeks, in 3 or 4 years 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
The contents of the address substantiate up around five themes :
1)The teacher and the school
2) The teacher as curriculum manager
3) The educational project : planning , action and evaluation
4) Support the school careers of students
5 ) The teacher as researcher
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
UC provides alternating training times: the cooperating schools, and ESE.
The classes are intended primarily to discuss, and identify issues and problems around the topics of curriculum management, planning and evaluation.
Training in the context takes place over 10 weeks, in 3 or 4 years 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
Training in 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 2 st 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 brainstorming sessions. An attempt is also that there is a permanent interaction between cooperating teachers and field supervisors.
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 analysing data on the practice, which allows it to look detached way, theoretically interrogate her and make decisions about the pedagogical action.
The assessment focuses on the path 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.
Stage : Planning 15 % ; Performance 25 %; Reflections 10%
Project report (with public discussion ): 50 %
presencial
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 Campos, B (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.
GTI (Ed.). (2002). Reflectir e investigar sobre a prática profissional. Lisboa: APM.
Ponte, J. (2004). Pesquisar para compreender e transformar a nossa própria prática. Educar em Revista.
Programas e metas curriculares para o Ensino Básico:
http://dge.mec.pt/metascurriculares/index.php?s=directorio&pid=2
Schreiber, J. & Asner-Self, K. (2011). Educational Research. John Wiley & Sons, USA.
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