Overall objectives:

1 - To establish, consistently, an articulation between theory and practice, between general education, the specific subject area, the specific didactics and teaching practice.
2 - To mobilise the acquired knowledge in the problematization of practical situations.
3 - To develop skills and attitudes that conduct to a critical and reflective professional attitude and to a constantly improving professional performance.
4 - To conduct research, susceptible of being applied in the teaching area.
5 - To analyse the teaching practice, in a questioning and reflective way, redefining their professional practice.
6 - To analyse teaching situations and their effects on the teaching and learning process.

Syllabus:

1 - Strategies for classroom observation, intervention and analysis.
2 - Analysis of classroom situations.
3 - Intervention strategies in classroom (situations aiming to support student's activity in performing mathematical tasks in the classroom).
4 - Classroom management strategies.
5 - Critical reflection on teaching practice.

Literature/Sources:

Estrela, A. , 1986 , Teoria e prática de observação de classes , Lisboa. INIC
Alarcão, I. (Org.) , 2010 , Professores reflexivos em uma escola reflexiva , São Paulo: Cortez Editora.
I. Alarcão, J. Tavares , 2010 , Supervisão da prática pedagógica: uma perspetiva de desenvolvimento e aprendizagem , Coimbra: Almedina
A. Estrela , 1994 , Teoria e prática de observação de classes: uma estratégia de formação de professores , Porto: Porto Editora
J. P. Ponte , 2014 , Práticas Profissionais dos Professores de Matemática , Lisboa: IEUL
J. P. Ponte, F. Costa, H. Lopes, O. Moreirinha & D. Salvado (Org.s) , 1997 , Histórias da aula de Matemática , Lisboa: APM
J. P. Ponte, C. Costa, A. I. Rosendo, E. Maia, N. Figueiredo & A. F. Dionísio (Ed.s) , 2002 , Actividades de investigação na aprendizagem da matemática e na formação dos professores. , Lisboa: SPCE
M. Quaresma, J. P. Ponte, M. Baptista & J. Mata-Pereira , 2014 , O estudo de aula como processo de desenvolvimento profissional , Braga: APM
D. Silverman , 2012 , Interpreting Qualitative Data: A guide to the principles of qualitative research , London:Sage
M. G. Bartolini Bussi , 2005 , When Classroom Situation Is the Unit of Analysis: The Potential Impact on Research in Mathematics Education , Springer

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
The activities are developed in both theoretical and practical classes and in field work (schools), occurring in two different formative contexts, with different working methods, but where practices and knowledge are articulated. In this unit, future teachers consult and analyse classroom' episodes (written or in video), trying to discuss problems related with the teaching and learning process.In the working field (schools) notes and reports of teaching and learning situations are collected, which will be analysed in a research perspective, leading to a problematization of the teaching practice. Beyond this, students autonomously conduct research by collecting and systematizing information and reflexions to prepare oral presentations. The evaluation assumes a continuous and a formative character, considering the following elements and respective weights: two practical group assignments (20% each); an individual written work (30%) and oral presentations (with equal weight, summing 30%).