Iniciação à Prática Profissional II

Teacher Responsible:
2º Ano | 2º Semestre
Learning objectives
Understand the structure and functioning of Schools-1st Cycle of Basic Teaching Select and apply tools of gathering information to proceed with the characterization of students and educative syllabus in a formative way Analyze the differences existing in the players ( teachers and students ) in different moments of intervention I the class, accepting the professional guidelines Show critical sense in the selection producing sources of information Relate the acquired information, revealing pedagogic understanding Identify different profiles in pedagogic action in the domain of competences to teach Set up the professional option revealing a pedagogic knowledge

1.General profile of performance due to a teacher of Basic level 1.1.Professional, social and aesthetic dimension 1.2.Dimension of teaching and learning development 1.3.Dimension of inclusion in school and of relation with the community 1..4.Dimension of the professional performance along life 2. Profile of the teacher´s competences for the 1st cycle 3. Remark within the educative contexts 3.1. 1st Cycle of Basic Teaching. Characteristics and specific points in the educative system

Teaching methodologies (including evalution)

The curricular unit Is based on two workshops which embody the observations to be done along the semester,so that they can understand their peculiarities and what is required them. The students must select and create tools of gathering data,so that they can get information allowing them to build the profile of transversal and peculiar competences due to the 1st cycle of Basic Teaching During the Workshops timetable the students will be accompanied by a teacher who clarifies,leads and helps reflecting on the most important observations and analysis already done Having as base the observation and register and/or documents analysis fulfilled in the context of 1 st cycle and during the period of autonomous work, the student writes an apprenticeship report 100%) referring to the involvement in an educative interference (observe,plan,intervene and evaluate) having in consideration the learning situations observed in the syllabus,recurring to the bibliography mentioned during the workshops

Essential Bibliography (including ISBN)

Becker, F. (2012). Educação e Construção do Conhecimento. Porto Alegre: Penso. Bona, C. (2017). A Nova Escola. Lisboa: Penguin Random House. Calvo, H. A. (2016). Viagem à Escola do seéc. XXI - Assim trabalhamos coleégios mais inovadores do mundo. Saão Paulo: Fundacção Telefonica Vivo. Contreras, J. & Pérez de Lara, N. (2010). La experiência y la investigación educativa. In J. Contreas & N. Pérez de Lara (orgs.), Investigar la experiencia educativa (21-86). Madrid: Morata. Decreto-Lei n.º 54/2018 de 6 de julho. Diário da República n.º 129/2018, Série I de 2018-07-06. Ministério da Educação Decreto-Lei n.º 55/2018 de 6 de julho. Diário da República n.º 129/2018, Série I de 2018-07-06. Ministério da Educação Decreto-Lei n.º 240/2001 de 30 de Agosto. Diário da República n.º 201/2001, Série I-A de 2001-08-30. Ministério da Educação Flores, M. A. (2010). Algumas reflexões em torno da formação inicial de professores. Educação, 33(3), (pp.182-188).