Subject: Introduction to Professional Practice IV

Scientific Area:

Initiation to Professional Practice

Workload:

43 Hours

Number of ECTS:

3 ECTS

Language:

Portuguese

Overall objectives:

1 Analyse the specific characteristics of the professional performance profile of the 1st CEB.

2 Know the programs related to the 3rd and 4th years of schooling.

3 Recognize organization's assumptions and classroom management: properties and characteristics.

4 Identify quality practices in pedagogical interventions.

5 To promote the capacity of the pedagogical relationship with the educational community.

6 Develop skills in observation, planning of pedagogical intervention and evaluation.

7 Analyse pedagogical practices, updated scientific and pedagogical knowledge.

8 Explore assessment devices for student learning.

9 Develop reflection skills on professional practice and other aspects related to Education.

10 Conscientialize the importance of collaborative culture in teaching work.

11 Use the e-portfolio as an educational and evaluation tool.

12 Know the legal support underlying the teaching performance.

Syllabus:

PROGRAM CONTENT 
1. Analysis of the Curricular Organization of the 3rd and 4th years of schooling of the 1st CEB: Curricular matrix and Curricular goals and Programs 2. Analysis of supporting documents about curricular learning 2.1 Legal support underlying the 1st CEB and teaching performance at this level of education (national and regional legislation) 3. Classroom organization and management 3.1 Intervention strategies with students in the classroom: nature of tasks / activities and learning situations 3.2 Differentiated pedagogy: underlying teaching and learning concepts 3.3 Cooperative learning and social climate 3.4 Management of spaces and resources 3.5 Assessment of learning in the regulation of the teaching-learning process 4. Observation of pedagogical contexts in classes of the 1st CEB 4.1 Construction of observation guides for pedagogical action 4.2 Analysis and interpretation of data collected by observations 4.3 Reflective and reasoned analysis on the observed contexts. 5. Diary and records: a reflective approach to practice as a professional development tool


PROPOSALS FOR ACTION
- Clarification of concepts;
- Reading and analysis of texts;
- Reflection on program content in large and small groups or in pairs.
- Observation planning;
- Educational intervention in primary schools;
- Group work debates and communications;
- Construction and presentation of works in pairs and / or in groups;
- Simulation of pedagogical activities in the classroom;         
- Individual elaboration of a reflective written comment about the practical intervention.

Literature/Sources:

Trindade, R.; Cosme, A. (2010). Educar e aprender na Escola. Questões, desafios e respostas pedagógicas.. Fundação Manuel Leão.

Alarcão, I. (Org.) (2008). A educação das crianças dos 0 aos 12 anos. Relatório do Conselho Nacional de Educação. CNE.

Alarcão, I. (Org.) (2010). Professores reflexivos em uma escola reflexiva. São Paulo: Cortez Editora..

Altet, M. (2000). Análise das Práticas dos Professores e das Situações Pedagógicas. Porto: Porto Editora.

Amado, J. S. (2001). Interação pedagógica e indisciplina na aula. Edições ASA, Porto.

Antunes, C. (2007). Professores e professauros ? Reflexões sobre a aula e práticas pedagógicas diversas. Brasil: Editora Vozes.

Roldão, M. C. (2009). Estratégias de Ensino. O saber e o agir do professor. Vila Nova de Gaia: Fundação Manuel Leão.

Perrenoud, P. (2001). Porquê construir competências a partir da escola? Desenvolvimento da autonomia e luta contra as desigualdades. Porto: Asa.

Lopes, J.; Silva, H. S. (2010). O professor faz a diferença. Na aprendizagem dos alunos. Na realização escolar dos alunos. No sucesso dos alunos. Lisboa: Lidel - Edições Técnicas Lda..

J. formosinho (2007). O currículo uniforme pronto a vestir de tamanho único. Edições Pedago.

G. Oliveira Martins et al. (2017). Perfil dos alunos à saída da escolaridade obrigatória. DGE.

Afonso, C., Laranjeiro, M. A. & Sousa, J. (2008). Portefólio, uma ferramenta de apoio à reflexão continuada.. DGIDC.

Assesssment methods and criteria:

Classification Type: Quantitative (0-20)

Evaluation Methodology: - Verbal presentation and clarification of concepts; - Reading and analysis of texts; - Reflection on program content in large and small group or in pairs. - Planning of observations; - Implementation / Educational intervention in schools of the 1st cycle; - Debates and communications of group work; - Video viewing and analysis; - Construction of educational materials pedagogical bag? (didactic, interactive); - Elaboration of an e-portfolio in pairs or in groups. RATING CRITERIA . Assiduity, punctuality, commitment and responsibility - 10%; . Construction of a pedagogical bag - 20% (15% product, 5% presentation); . Student performance in the context of elementary school - 20%; . E-Reflective portfolio on practical intervention - 50%.