Supervisão Pedagógica: conceitos e modelos

Teacher Responsible:
1º Ano | 1º Semestre
Learning objectives
- Problematize the pedagogical supervision in the context of contemporary school - Understand the concept of pedagogical supervision and dimensions - Identify the different contexts for the practice of pedagogical supervision - Analyze pedagogical supervision models - Know different supervisory styles - Build different references of supervision - Plan activities / pedagogical supervision cycles - Adopt strategies of supervision

Syllabus
1. The concept of pedagogical supervision 1.1. Route epistemological concept 1.2. Pedagogical supervision and related concepts 2. Supervision and Educational rationalities 2.1. Technical rationality 2.2. Practical rationality 2.3. Critical rationality 3. Pedagogical supervision models 3.1. Handmade Imitation Model 3.2. Guided Discovery Model 3.3. Artisanal Imitation Model 3.2. Guided Discovery Model 3.3. Behaviorist Model 3.4. Clinical Model 3.5. Psychopedagogical Model 3.6. Personalist Model 3.7. Reflexive Model 3.8. Ecological Model 3.9 Dialogic Model 3.10. Integrator Model 4. Pedagogical supervision as a professional activity 4.1. Supervision cycle and its phases

Teaching methodologies (including evalution)

Students will be given a set of pedagogical resources to analyze, discuss and draw conclusions on current issues about School,about Education and about the Pedagogical Supervision function. The learning assessment of this course is done through the following products: individual work 60% - a critical reflection where the student stands as an education professional for the challenges that supervision can pose; work group 40% - consists of the presentation of the studied subject, explaining the main explanatory lines theme (what it is), based on the concept of supervision, and the foundations of educational practices underlying the theme (why), showing the main educational purposes /functions of the theme (for what) and proposing questions for group discussions.

Essential Bibliography (including ISBN)

ALARCÃO, I. E CANHA, B. (2013). Supervisão e Colaboração. Porto: Porto Editora. ALARCÃO e TAVARES (2010). Supervisão da prática pedagógica: uma perspetiva de desenvolvimento e aprendizagem. Coimbra: Almedina ALARCÃO, I. e ROLDÃO, M. C. (2008). Supervisão. Um contexto de desenvolvimento profissional de professores. Mangualde: Edições Pedagogo GONÇALVES, D., VÍTON ANTÓNIO, M. J. (2014). Práctica docente en la enseãnza universitaria, reflexión de saberes y aprendizaje transformativo. Prospectiva en innovación y docencia universitaria. Madrid: SEECI, 1141 - 1154 GONÇALVES, D., DUARTE F., (2014). Supervisão Pedagógica e Desenvolvimento Profissional. Trabalho Docente e Formação. Porto: Centro de Investigação e Intervenção Educativas, 5318 - 5330 SÁ-CHAVES, I. (2007). "Cultura, conhecimento e identidade: universidade e contemporaneidade", in Saber e Educar. Porto: ESEPF WOOD, D. (2007). Professional Learning Communities: Teachers, Knowledge and Knowing. Teory into Pratice, 46, 281-290