Supervised Teaching Practice
a) To demonstrate deontological sense of responsibility, participating in a rigorous, critical and attentive in the core activities of Supervised Teaching Practice, school activities and proposals with all the different interlocutors. b) To apply scientific, pedagogical, didactic and methodological knowledge when defining, managing and evaluating curricular guidelines and extra-curricular activities and pedagogical practices in specific teaching of history and geography. c) To plan respecting scientific knowledge, curriculum guidelines, the stages of development of the students. d) Select diversified resources, relevant and appropriate, independently. e) To promote the development of innovative pedagogical and methodological practices, managing to create and explore significant situations. f) To contribute to the promotion and integrative practices valuing different knowledge and cultures.
Weekly - 2
Total - Available soon
BARCA, Isabel (Org.) (2011). Educação e consciência histórica na era da globalização. Braga: Universidade do Minho/Instituto de Educação. GÂMBOA, Rosário (2004). Educação, ética e democracia. A reconstrução da modernidade em John Dewey. Lisboa: Edições ASA NÓVOA, António (2009). Professores. Imagens do futuro presente. Lisboa: Educa. PERRENOUD, Philippe (2002). Aprender a negociar a mudança em educação. Novas estratégias de inovação. Lisboa: Edições ASA. SERPA, Margarida da Silva Damião (2010). Compreender a avaliação. Fundamentos para Práticas Educativas. Lisboa: Edições Colibri.
Teacher training supervision is to be developed in an instructive, collaborative and reflective perspective and should lead to a reflection on the teaching process and professional and personal development.
Formative and summative assessment and evaluation of all the work produced within the teacher training experience (PES).
a) Observation and analysis of pedagogical contexts. b) Practical application of curriculum and geography syllabus. c) Planning lessons and sequences of lessons. d) Teaching classes. e) Adapting teaching approaches in geography to the educational context and individual needs of learners f) Critical evaluation, development and practical application of teaching materials and resources. g) Designing and implementing pedagogical activities and projects. h) Assessment for learning, including diagnostic, formative and summative assessment. i) Reflective practice and self-evaluation. j) Team-working, collaboration and networking. k) Intercultural citizenship education. l) The ethical construction of the teaching profession.
Programs where the course is taught: