Prática de Ensino Supervisionada em 2º Ciclo do Ensino Básico - Matemática e Ciências Naturais I
Teacher Responsible: Daniela Alexandra Ramos Gonçalves
2º Ano | 1º Semestre
Characterize the 2nd cycle of B. E. educational institution through document analysis of the autonomy administration and management regime and act accordingly;
Recognize the articulation and sequential order in education;
Compare educational contexts from the implications of teaching Mathematics and Sciences on the 2nd cycle;
Observe, plan, implement and evaluate the educational practice, taking into account diferentiated pedagogies, managing the educational environment according to the active and participative knowledge principles;
Reflect in order to adequate and reframe educational action;
Identify the specificity of the edicational environment organization of the 2nd cycle of MCN;
Use tools and specific tecniques in order to register, document and the evaluate of the teaching/learning processes;
Describe students specific characteristics in the 2nd cycle of B. E. teaching/learning process;
Relate public theories and educational practics;
Identify and justify curricular options.
1- Legal framework for the exercise of the teaching profession;
2- Autonomy, management and administration instruments of educational institutions;
3- Professional performance profile of Basic Education teacher;
4- Teaching professional skills and school success promotion;
5- Planning, implementing and evaluating educational intervention for Mathematics and Natural Sciences of the 2nd cycle;
6- Design, development and analysis of experiences and/or research/training/action projects inherent to the educational practice.
Teaching methodologies (including evalution)Internship in classes of the 2nd cycle of B.E. . By the observation, knowledge and identification of the group, the students have a planned, organized and evaluated intervention, promoting pedagogical experiences of active, significant, diverse and socializing learning experiences. In seminars, the issues help to contextualize and consolidate educational intervention, reflecting both individually and in group. In tutorial orientation, students reflect with the supervisor about their performance evolution and get support for the report writting with the advisor teacher.
The assessment includes: (internship x 70 + report x 30)/100 where:
Internship classification = (Supervisor ESEPF x 60 + Cooperative supervisor x 40)/100;
Research report classification - under the scientific guidance of a doctorate and/or a specialist, specific themes will arise from issues from the pedagogical practice supervised and/or coordinated with research projects/areas of research interest.
Essential Bibliography (including ISBN)Alarcão, I. (2011). Supervisão da Prática Pedagógica - Uma perspectiva de Desenvolvimento e Aprendizagem. Coimbra: Almedina.
Estanqueiro, A. (2010) Boas Práticas em Educação - O Papel dos Professores.Lisboa: Editorial Presença
Gonçalves, D., & Nogueira, I. (2015). Formação inicial de professores como processo de (re)configuração de conceções sobre Matemática. Revista de Estudios e Investigación em Psicología e Educación, (6), 180-182 ISSN: 2386-7418
Gonçalves, D. & Quinta e Costa, M. (2015). Promoção de uma Postura Científica na Formação de professores: estudo exploratório com futuros professores do 1º Ciclo do Ensino Básico. Revista de Estudios e Investigación em Psicología e Educación, 6 ISSN: 2386-7418
Gouveia, J. (org.) (2007). Métodos, Técnicas, Jogos Pedagógicos - recurso Didático para Formadores. Braga: Expoente.
Perrenoud, P. (2010). 10 Novas Competências para Ensinar. Porto Alegre: Artmed Editora