Subject: Introduction to Professional Practice III
Scientific Area:
Initiation to Professional Practice
Workload:
43 Hours
Number of ECTS:
3 ECTS
Language:
Portuguese
Overall objectives:
| 1 - GENERAL OBJECTIVES: With this curricular unit, it is intended to privilege the relationship between theory and practice and to help students develop reflexive competences in real and / or simulated contexts. It is also intended to enable them to actively build knowledge through experimentation and reflection. Students will be future educational agents, and must progressively move from a theoretical and referential knowledge to didactic knowledge. Both are the basis of a practical knowledge of educational intervention. |
2 - SPECIFIC OBJECTIVES: To know the Portuguese curricular organization; To know the essential Learnings of the first and second years of schooling of the 1st CEB; To know the characteristics of the 1st CEB schools; To know the dynamics and specificities of pedagogical work; Reflect on teaching professionalism; To know and apply methodologies and work dynamics; Plan and make observations in a school context; Plan pedagogical activities.
Syllabus:
| 1 - GENERAL OBJECTIVES With this curricular unit, it is intended to privilege the relationship between theory and practice and to help students develop reflexive competences in real and / or simulated contexts. It is also intended to enable them to actively build knowledge through experimentation and reflection. Students will be future educational agents, and must progressively move from a theoretical and referential knowledge to didactic knowledge. Both are the basis of a practical knowledge of educational intervention. |
2 - SPECIFIC OBJECTIVES: To know the Portuguese curricular organization; To know the essential Learnings of the first and second years of schooling of the 1st CEB; To know the characteristics of the 1st CEB schools; To know the dynamics and specificities of pedagogical work; Reflect on teaching professionalism; To know and apply methodologies and work dynamics; Plan and make observations in a school context; Plan pedagogical activities.
2.1 - Observation of the pedagogical action 2.2 - Treatment of data collected by observations 2.3 - Critical reflection on the contexts observed and analyzed
3.1 - Intervention strategies with students within the classroom: nature of tasks / activities and learning situations 3.2 - Pedagogical differentiation: underlying teaching and learning concepts 3.3 - Cooperative learning and social climate 3.4 - Management of spaces and resources 3.5 - Evaluation of learning in the regulation of the teaching-learning process |
Literature/Sources:
| Altet, M. (2000). Análise das Práticas dos Professores e das Situações Pedagógicas, Porto Editora Alves, R. (2002). A escola com que sempre sonhei sem imaginar que pudesse existir, ASA Amstrong, T. (2001). Inteligências múltiplas na sala de aula., Porto Alegre Antunes, C. (2005). As inteligências múltiplas e os seus estímulos, ASA Arends, R. (1995). Aprender a Ensinar, McGraw-Hill. Bessa, N. & Fontaine, A. (2002). Cooperar para Aprender: Uma introdução à aprendizagem cooperativa, ASA Bogdan, R & Biklen, S. (1994). Investigação qualitativa em educação: Uma introdução á teoria e aos métodos, Porto Editora Correia, L. (2008). Inclusão e Necessidades Educativas Especiais: Um guia para educadores e professores., Porto Editora Cosme, A. (2018). Autonomia e Flexibilidade Curricular. Propostas e Estratégias de Ação. Porto Editora Cosme, A., Lima, L., Ferreira, D. & Ferreira, N. (2001). Metodologias, Métodos e Situações de Aprendizagem. Propostas e Estratégias de Ação, Porto Editora Estrela, A. (1994). Teoria e Prática de Observação de Classes? Uma estratégia de Formação de Professores, Porto Editora Estrela A. & Estrela, T. (1994). A técnica dos incidentes críticos no ensino. Estampa Formosinho, J. (2007). O currículo uniforme pronto a vestir de tamanho único, Edições Pedago Lebrun, M. (2008). Teorias e Métodos Pedagógicos para Ensinar e Aprender, Instituto Piaget. Lopes J. & Silva, H. (2009). A aprendizagem cooperativa na sala de aula. Um guia prático para o Professor, Lidel - Edições Técnicas Lda. Lopes J. & Silva, H. (2010). O professor faz a diferença. Na aprendizagem dos alunos. Na realização escolar dos alunos. No sucesso dos alunos, Lidel - Edições Técnicas Lda. Lopes J. & Silva, H. (2015). Eu, Professor, Pergunto ? 1, Pactor Lopes J. & Silva, H. (2015). Eu, Professor, Pergunto ? 2, Pactor Morgado, J. (1999). A relação pedagógica. Diferenciação e inclusão., Editorial Presença Morgado, J. (2003). Qualidade, Inclusão e Diferenciação. Lisboa, Instituto Superior de Psicologia Aplicada Perrenoud, P. (1995). Ofício de aluno e sentido do trabalho escolar, Porto Editora Roldão, M. (2009). Estratégias de Ensino. O saber e o agir do professor, Fundação Manuel Leão Sousa, A. (2005). Investigação em Educação, Livros Horizonte |
Tomlinson, C. (2008). Diferenciação Pedagógica e Diversidade. Ensino de Alunos em Turmas com Diferentes Níveis de Capacidades., Porto Editora
Assesssment methods and criteria:
| ACTION PROPOSALS - Verbal presentation and clarification of concepts; Reading and analysis of texts; Reflection on program content in large and small group or in pairs; Planning of observations; Implementation / Educational intervention in schools of the 1st cycle; Debates and communications of group work; Construction and presentation of works in pairs and / or group; Individual elaboration of a reflexive and reasoned commentary on the practical intervention. EVALUATION ? 1. Student performance in the context of primary education (training) ? 20 % ? 2. Logbook alluding to the traineeship ? 25 % ? 3. Planning of a pedagogical activity ? 15 % ? 4. Presentation of pedagogical activity ? 15 % ? 5. Critical reflection, individual and written, based on theoretical support ? 25 % |
The student can recover 60% of the evaluation through the recourse exam.