Prática de Ensino Supervisionada em Educação Pré-Escolar I
Teacher Responsible: Maria Paula Pequito de Almeida Sampaio Soares Lopes
1º Ano | 1º Semestre
Act respecting the institution's ideals and values, collaborating effectively on institutional dynamics.
Intervene, in a curricular perspective, managing resources and organizing the educational environment, taking into account a differentiated pedagogy.
Act respecting the principles of active and participatory child learning
Plan educational intervention in an integrated and flexible way, involving the child, and arising it from children's knowledge, needs, interests and competencies.
Reflect in order to adapt and reshape the educational action
Act with intent, supporting the action on data collected by build and selected observation instruments
Identify parenting skills
Uses intervention strategies according to families characteristics
Develop initiatives in local and community context
Mobilize research methodologies in order to change or improve the contexts and educational practice
- Cooperation in the implementation of the management and administration instruments from the institutions
- Observe context and educational dynamics
- Educational environmental organization
- Planning, implementation and evaluation of educational intervention
- Projects and activities development
- Cooperation on educational activity
- Parental involvement and intervention in the community
- Reflection, questioning and investigation on educational action
Teaching methodologies (including evalution)Students are invited to analyze documents on management and administration of the institution and when in their internship in pre-school context act accordingly by promoting integrated situations for children's learning and development, organizing the educational environment and implementing projects and activities. In seminars themes help students to contextualize and consolidate educational intervention through individual and group reflection. On tutorial time with the supervisor students reflect on their performance and have the needed support to write the report with the research supervisor.
Final grade=(internship*70+written report+30)/100 where:
Internship=(grade from ESEPF teacher*60+practice supervisor*40)/100
First report-under scientific supervision of a doctor/and or specialist specific themes emerge from questions regarding the pedagogical practice and/or are articulated with specific projects/research interests and is written aiming continuity throughout the different PES.
Essential Bibliography (including ISBN)CRAVEIRO, C.(2007). Formação em Contexto-Um Estudo de Caso no âmbito da Pedagogia da Infância.Tese de Doutoramento. Braga: IEC-UM
EDWARDS, C., GANDINI, L. e FORMAN, G.(1999). As cem linguagens da criança. Porto Alegre: Artmed.
KISHIMOTO, T. e OLIVEIRA-FORMOSINHO, J.(2013). Em busca da Pedagogia da Infância-Pertencer e Participar. Porto Alegre: Ed. Penso
HOHMANN, M.; WEIKART, D. (1997). Educar a criança. Lisboa: F. Calouste Gulbenkian.
OLIVEIRA-FORMOSINHO, J.(org.)(2007). Modelos Curriculares para a Educação de Infância. Porto: Porto Ed.
NEVES, I. (2005). O desenvolvimento de competências práticas no contexto teórico do profissional reflexivo-um estudo de caso. Dissertação de Mestrado. Braga: IEC-UM
OLIVEIRA-FORMOSINHO, J. (org.)(2011). O Espaço e o Tempo na Pedagogia-em-Participação. Porto: Porto Ed.
SILVA, B. e CRAVEIRO, C. (2014). O Portefólio como estratégia de avaliação das aprendizagens na educação de infância: considerações sobre a sua prática. Revista Zero-a-Seis. nº29.pp.33-53