Prática de Ensino Supervisionada em Educação Pré-Escolar II
Teacher Responsible: Maria Paula Pequito de Almeida Sampaio Soares Lopes
1º Ano | 2º 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 interventions in an integrated and flexible way, involving the child and araising from children's knowledges, needs, interests and competencies
Reflect in order to adapt and reshape the educational action
Act with intent, supporting the action on data colected by build and selected observation instruments
Identify parenting skills
Use intervention strategies according to families carahcteristics
Develop initiatives in local and community context
Mobilize research methodologies in order to change or improve the contexts and educational practice
- Collaboration in the implementation of management and administration instruments from the institutions
- Observation of contexts and educational dynamics
- Education environment organisation
- Planning, implementation and evaluation of educational intervention
- Projects and activities development
- Cooperation on educational action
- Parental involvement and intervention in the community
- Reflection, questioning and investigating on educational action
Teaching methodologies (including evalution)Internship in shared teaching processes, in preschool context, where students act accordingly to the instituion mission and values 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
Second 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 by giving continuance to the research process initiated in the previousPES.
Essential Bibliography (including ISBN)CORTESÃO, I., NEVES,I., & PEQUITO,P.(2014). Problematizar a metodologia de projeto articulando e avaliando aprendizagens. ATAS VI Encontro CIED Avaliação: Desafios e Riscos (223-240) Lisboa:CIE
CRAVEIRO, C. (2007). Formação em Contexto-Um Estudo de Caso no âmbito da Pedagogia da Infância. Tese de Doutoramento. Braga: UM
HOHMANN, M.; WEIKART, D. (1997). Educar a criança. Lisboa: Fund. Calouste Gulbenkian.
NEVES, I. (2005). O desenvolvimento de competências práticas no contexto teórico do profissional reflexivo -um estudo de caso. Dissertação de Mestrado. Braga:UM
OLIVEIRA-FORMOSINHO, J.; GAMBÔA, R. (org.) (2011). O Trabalho de Projeto 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 0-a-6. nº29. pp.33-53 jan/jun
VECCHI, V. (2013). Arte y creatividad en Reggio Emilia. Madrid: Ed. Morata