Supervised Teaching Practice - 2nd semester
a) To apply scientific, pedagogical, didactic and methodological knowledge when defining, managing and evaluating curricular guidelines and pedagogical practices in teaching Portuguese.
b) To apply the knowledge and skills acquired within the scope of educational methodology and research (transversal across both languages didactics and education subjects) to the observation of classes taught by teacher trainers and to the planning, teaching and evaluation of both languages classes.
c) To promote the development of innovative pedagogical and methodological practices.
d) To develop an understanding of pupils in school, their similarities and differences, particularly in terms of their needs, their behaviour, motivation and levels of attainment.
e) To develop an informed and critical reflection on the educational context of Portuguese .
f) To relate the formative, reflective, research dimensions with the activity of both of Portuguese teacher.
Ana Gonçalves Matos
Weekly - 2
Total - Available soon
Bulea, E. & Bronckart, J.-P. (2010). Les conditions dexploitation de lanalyse des pratiques pour la formation des enseignants. In : Linguarum Arena, vol. 1, n° 1, pp. 43-60.
Castro, Rui Vieira & Maria de Lourdes Dionísio de Sousa (1998). Entre linhas paralelas. Estudos sobre o português nas escolas. Coimbra: Angelus Novus
Dionísio, Maria de Lourdes & Rui Vieira de Castro (orgs) (2005). O Português nas escolas. Ensaios sobre a língua e a literatura no ensino secundário. Coimbra: Almedina
Morin, E. (1999). Os sete saberes Castro, Rui Vieira & Maria de Lourdes Dionísio de Sousa (1998). Entre linhas paralelas. Estudos sobre o português nas escolas. Coimbra: Angelus Novus.
Silva, J., Assis, J. e Lopes, M.-A. (orgs). (2011). Linguagem e discurso em práticas formativas e profissionais. Scripta, vol. 15, n. 28, 134 pp.
The construction of the teaching profession develops within an approach that aims at promoting critical thought and reflective skills in articulation with a methodology of ´learning by doing´ in Schön´s words, without losing sight of the research dimension. 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 open to innovatinand transformation.
Continuous evaluation in a formative and summative assessment respecting
all the work done within the scope of the Supervised Teaching Practice. The
percentages of evaluation are established in a meeting with school
supervisors and are available in the files of intermediate evaluation
(formative) and final evaluation (summative) used by external supervisors.
a) Observation and analysis of pedagogical contexts.
b) Practical application of Portuguese curricula and syllabus.
c) Planning and teaching lessons and sequences of lessons.
d) Adapting teaching approaches to the educational context and individual needs of learners.
e) Critical evaluation, development and practical application of teaching materials and resources.
f) The cultural and intercultural dimension in Portuguese education.
g) Citizenship education in relation to Portuguese teaching-and-learning.
h) Designing and implementing pedagogical activities and projects.
i) Assessment for learning, including diagnostic, formative and summative assessment.
j) Team-working, collaboration and networking.
k) Reflective practice and self-evaluation.
l) Intercultural citizenship education.
m) The ethical construction of the teaching profession.
Programs where the course is taught: