Iniciação à Prática Profissional II
Teacher Responsible: Daniela Alexandra Ramos Gonçalves
2º Ano | 2º Semestre
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 UC is structured around seminars that contextualize the observations to be made. Students must select and build data collection instruments, so that they can obtain information that will allow them to characterize the profile of transversal and specific competences of the 1st CEB.
In the OT, students are accompanied by a teacher who clarifies and helps to reflect on the main observations and analyzes carried out.
Based on observation and recording and/or document analysis carried out in the context of the 1st CEB and during the time of autonomous work, the student prepares an internship report (70%) referring to the implications of an educational intervention (observing, planning, intervening and evaluate), considering learning situations observed in the context. Students (in groups) present the Cooperating School (30%), highlighting mission, ideas, motto, principles, ways of working, as well as initiatives and projects.
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).