Prática de Ensino Supervisionada em 1.º Ciclo do Ensino Básico II

Learning objectives
Observe, plan, implement and evaluate educational intervention, taking into account a differentiated pedagogy, managing resources and organizing the educational environment according to principles of active and participative learning; Discuss the educational action; Use of registration documentation and evaluation of the teaching/learning process techniques and instruments with supported scientific and academic preparation; Articulate educational theories and practices; Present and discuss educational proposals to promote school success; Investigate the context and educational intervention.

Syllabus
1.Specific teacher profile of 1st of basic education 2. Planning, implementation and evaluation of educational intervention 3.Reflection, questioning and investigation of educational activity; 4.Educational practices to promote sustainable learning; 5.Design, development and review of experiences and/or research projects/training/action inherent to the educational practice

Teaching methodologies (including evalution)

Internship in of 1st cycle of basic education class co-teaching. Observation, knowledge and identification of the group, involved in a planned, organized and evaluated intervention, promoting pedagogical experiences of active, significant, diverse and socializing learning experiences. In seminars, the issues help to contextualize and consolidating educational intervention, reflecting both individually and in group. In tutorial orientation, reflect with the supervisor about their performance evolution of and support for the report realization of with the Supervisor, since PES I - 1ºCEB. The assessment includes: (internship 70% x + report X 30 percent) /100 where: Internship classification = (Supervisor ESEPF x 60 + Cooperative supervisor X 40/100) Research report classification- (under the scientific guidance of a doctor and/or a specialist, continuing the investigative PES em EPE I e II e PES em 1ºCEb I route).

Essential Bibliography (including ISBN)

Alarcão, I.2001.Professor-investigador:Que sentido?Que formação? Campos,Bártolo Paiva (Org.) Formação profissional de professores no ensino superior.Porto:Porto Editora. Araújo, J. 2011.A Busca da Excelência.Lisboa:Guerra e Paz. Callejo, J. 2001.El grupo de discusión: introducción a una prática de investigación. Barcelona:Editorial Ariel. Flores, M.A. 2014. Profissionalismo e Liderança dos Professores.Sto Tirso:De Facto. Gonçalves, D.Gonçalves, J. L. 2010. L´expérience comme problématision dans la supervision éducative. Fabre, M. Dias de Carvalho, A.,Lhoste, Y (Orgs). Expérince et Problématision en Éducation.Porto:Afrontamento. Hargreaves, A.2004.O Ensino na sociedade do conhecimento:a educação na era da insegurança, Porto:Porto Editora. Moreira, L.T.2014.Projeto Fénix. Porto:Universidade Católica Portuguesa. Torres, L.L. &Palhares, J. A. (Orgs) 2014.Metodologia de Investigação em Ciências Socias em Educação.VNF:Húmus. Zeichener, K. 2010.La formación del professorado. Madrid:Morata