Urbana Bolota/ Ana Lopes Ferreira/ /Pedro Tadeu/Elisabete Brito. Maria Eduarda Revés Roque da Cunha Ferreira. Planed SD

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1 Course Basic Education Academic year 2015/16 Subject Introduction to professional practice II ECTS 8 Type of course Compulsory Year 3 Semester 1st Student Workload: Professor(s) Maria Eduarda Ferreira/Filomena Velho/ Area/Group Coordinator or Urbana Bolota/ Ana Lopes Ferreira/ /Pedro Tadeu/Elisabete Brito 1. LEARNING OBJECTIVES Maria Eduarda Revés Roque da Cunha Ferreira Total 216 Contact 105 Integrate students in the context of professional learning in a progressive and targeted; Know the educational potential of educational settings in non-formal spaces; Analyze teaching and learning strategies of non-formal education settings; Reflect on strategies / learning activities in formal education context; Develop skills in observation and reflection; Promote the acquisition of search habits in perspective of theoretical and practical relationship; To encourage the initiation of research covered by the articulation of learning, curriculum, between different educational contexts (formal, non-formal and informal). 2. PROGRAMME Curricular guidelines for pre-school education and the national curriculum of basic education. The development of nuclear skills development upstream of basic schooling. Core competences and performance levels in basic education. The contents of these educational cycles: program structure, objectives, domains and their interconnection, structuring content. Skills and performance levels of basic education. Interaction of domains: suggested educational pathways. The planning and evaluation. Organizational analysis of preschool and school institutions. The knowledge of where to insert the institutions. The observation in education. Planed SD P á g i n a 1

2 The critical reflection on the observations made in different educational contexts: the reflective teacher. 3. COHERENCE BETWEEN PROGRAMME AND OBJECTIVES This course is fundamental in a degree of basic education, since you want the future educational agents can experience, in a perspective of initial observation, the different cycles that constitute basic education. Thus, our students can, in formal and nonformal context, examine the practices implemented. It is intended that students so oriented, develop skills of observation and reflection of these later according to the specificities of the different educational contexts. 4. MAIN BIBLIOGRAPHY ALARCÃO, Isabel e ROLDÃO, Maria do Céu (2008). Supervisão: um contexto de desenvolvimento profissional dos professores. Mangualde: Edições Pedago. NÓVOA, António (org.) (2000). Vidas de professores. 2ª ed. Porto: Porto Editora. OLIVEIRA-FORMOSINHO, Júlia (org.) (2002). A supervisão na formação de professores I Da sala à escola. Porto: Porto Editora. OLIVEIRA-FORMOSINHO, Júlia (org.) (2002). A supervisão na formação de professores II Da organização à pessoa. Porto: Porto Editora. SÁ-CHAVES, Idália (2007). Formação, conhecimento e supervisão: contributos nas áreas de formação de professores e de outros profissionais. 2ª ed. Aveiro: Universidade de Aveiro. SÁ-CHAVES, Idália (2007). Portfolios reflexivos: estratégias de formação e de supervisão. 3ª ed. Aveiro: Universidade de Aveiro. Complementary ALARCÃO, Isabel (org.) et al. (2001). Escola reflexiva e supervisão. Uma escola em desenvolvimento e aprendizagem. Porto: Porto Editora. P á g i n a 2

3 ALARCÃO, Isabel (2001). Compreendendo e construindo a profissão de professor. Da história da profissão professor ao histórico profissional de cada professor. Aveiro: Universidade de Aveiro. ESTRELA, Albano (1990). Teoria e prática de observação de classes - Uma estratégia de formação de professores. 3ª ed. Lisboa: Instituto Nacional de Investigação Científica. POSTIC, Marcel (1990). Observação e formação de professores. 2ª ed. Coimbra: Livraria Almedina. VIEIRA, Flávia et al. (2006). No caleidoscópio da supervisão: imagens da formação e da pedagogia. Mangualde: Edições Pedago. 5. TEACHING METHODOLOGIES (INCLUDING EVALUATION) Due to its specificity, this curricular Unit aims to support the note held by students in the context of classroom teaching at different levels of basic education. With the aim to develop in our students a capacity for analysis and reflection we will be using various methodologies, including: interactive exhibition lessons, individual and group work, fostering individual and collective research and reading the documentation available on the proposed content. Will be used other learning aids, such as schemas, multimedia, texts from different sources for reflection and discussion. The continuous and formative evaluation shall be based on the following elements: Observation report and self-evaluation of the student, it must follow the rules set out in the Getting Started Regulation to Professional Practice: all points are maintained as set out in the Annex to the Regulation, except for the point d that must be performed individually and which will be increased : - The drafting group a proposal for planning the content taught in class observed; - The inclusion of the scripts observation in non-formal education context. P á g i n a 3

4 6. COHERENCE BETWEEN TEACHING METHODOLOGIES AND OBJECTIVES The core methodology to be applied in this curricular unit goes through the need to introduce students in theoretical and practical dimensions of the educational context in basic education, instilling a global and coherent vision of knowledge. Thus, beyond observation in the context of the classroom, students will have exhibition sessions, reflection, individual and group work, thus promoting skills of reflection and analysis. 7. Contacts and Working Hours eroque@ipg.pt (Gabinete ) filomenavelho@ipg.pt(gabinete ) ubolota@ipg.pt (Gabinete ) ptadeu@ipg.pt (Gabinete ) beta@ipg.pt (Gabinete ) anaventura@ipg.pt (Gabinete ) Guarda, february 2016 Professora Coordenadora Principal Maria Eduarda Revés Roque da Cunha Ferreira (Coordenadora da área Disciplinar de Ciências da Educação) Professora Coordenadora Filomena de São José Bolota Velho Professora Adjunta Urbana Maria Bolota Cordeiro Professor Adjunto Pedro José ArrifanoTadeu Professora Adjunta Elisabete B. Constante Brito P á g i n a 4

5 Assistente 2º Triénio Ana Isabel Ventura Lopes Ferreira P á g i n a 5