Research and Pedagogical Practice

Scholar Year: 2023/2024 - A

Courses

Head Teacher Responsability Catarina Raquel Santana Coutinho Alves Delgado 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 2,80 Catarina Delgado   0,00 Célia Mestre   0,00

Teaching language

Portuguese

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

− To mobilize knowledge of several scientific areas in order to understand educational phenomena.
− To develop an investigative attitude concerning his professional practice.
− To master and to mobilize appropriate methodological knowledge in order to develop a research project.
− To organize and to plan research work taking into account the resources and time available.
− To communicate effectively, using the Portuguese language with clarity and correctness, demonstrating scientific rigor in the final research report about their teaching training.

Syllabus

− Research in Education:
o Epistemological, methodological, and ethical issues
o The attitude of research on professional practice.
− Research approaches: characteristics and purposes
− Research in Education: Types of studies
o Surveys
o Experimental studies
o Case studies
o Ethnographic studies
o Action research
− Research on teachers' professional practice
o The concept of research on practice
o The practice of research on practice
o Quality criteria for research on practice
− Conducting a research
o How does one learn to do research?
o Phases of research
 Formulation of the problem and of the study questions
 Gathering data
 Interpretation of gathered information
 Conclusions and dissemination of results
o Development of an action plan
− Techniques and tools for collecting and analysing information
o Observation, interview, survey by questionnaire, document gathering
o Statistical analysis; document analysis, content analysis

Demonstration of the syllabus coherence with the UC intended learning outcomes

Educational research is essential for a deep understanding of educational phenomena that are recognized as being very complex. It also allows the construction of multifaceted knowledge that promotes educational innovation and professional development.
This Curricular Unit aims to help students to engage in research processes that allow them to develop a comprehensive and analytical perspective of the educational reality both in terms of their own practices and in terms of the educational acts’ meanings. This perspective requires a critical, flexible, and rigorous approach to educational research. It is intended that the course will help and support the development, by the students, of
research projects on their own practices conducted in the classes of upper primary schools’ classes (1st and 2nd cycle of primary education) where they will undertake their teaching training.

Teaching methodologies

The work methodologies used aim to build meaningful learning for the student. Thus, the work processes includes: sessions of theoretical framework and of analysis and interpretation of empirical information; sessions focused on supporting research projects on teaching practice to be carried out by students; tutorial support sessions for research project with supervisors teachers; presentations, by students, of parts of the research project in progress.

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

Strongly related with the work that students will develop, particularly in the context of the course Internship in 1st and 2nd Cycle of Basic Education. Thus, the activities to be undertaken shall consider the objectives and syllabus referred to in this CU program and, simultaneously, students’ needs, and experiences of research practices already developed or in working progress throughout their academic career.
In particular, the methodologies adopted aim to contribute to help students to be able to clearly formulate the research problem which is the starting point for the development of their research project in primary schools (1st and 2nd cycles) where they will undertake their teaching training. They also aim to provide the necessary knowledge to prepare a theoretical foundation for the project that has scientific rigor and conceptual precision and that is supported by a careful selection of adequate, current, and relevant bibliographic references. They also aim to promote contact with information of a methodological and empirical nature that allows them to make informed choices about the procedures to be adopted to collect and analyses data. Finally, the teaching methodologies aim to support the design and development of relevant, coherent, and correctly presented projects from a formal and linguistic point of view.

Assessment methodologies and evidences

Assessment will focus on the production of the following products: Analysis of a research report (groups); Elaboration of the pre-project (individual) (15%); (20%) Characterization of the internship context (pairs) (15%); Elaboration of the research project (50%).

Assessment by appeal/exam will consist of handing in the work provided for in the continuous assessment; in this regard, students taking this course by exam/appeal should contact the lecturers beforehand.

Attendance system

Students with Special Status must arrange alternative forms of participation and assessment with the UC RUC, in accordance with the Regulations on Attendance and Assessment.

Bibliography

Afonso, N. (2014). A investigação naturalista em educação: um guia prático e crítico. Fundação Manuel Leão
Bardin, L. (2009). Análise de conteúdo. Edições 70
Bogdan, R., & Biklen, S. (2000). Investigação qualitativa em educação. Porto Editora.
Coutinho, C. (2013). Metodologia de Investigação em Ciências Sociais e Humanas: Teoria e Prática. Edições Almedina.
Denzin, N., & Lincoln, Y. (Eds.). (2000). Handbook of qualitative research. Sage.
Graue, M., & Walsh, D (2003). Investigação etnográfica com crianças: teorias, métodos e ética. FCG
GTI (Ed.) (2002). Reflectir e investigar sobre a prática profissional. APM.
Máximo-Esteves, L. (2008). Visão panorâmica da Investigação-acção. Porto Editora
Patton, M. (2002). Qualitative research & evaluation methods. London: Sage
Quivy, R. & Campenhout, L. (2005). Manual de investigação em ciências sociais. Gradiva
Sousa, A. (2005). Investigação em Educação. Livros Horizonte
Yin, R. (2003). Case study research: Design and methods. London: Sage