Supervised Teaching Practice - Portuguese - 1st semester
a) To apply scientific, pedagogical, didactic and methodological knowledge when defining, managing and evaluating curricular guidelines and pedagogical practices in teaching Portuguese (L1).
b) To employ the knowledge and skills acquired within the scope of educational methodology and research (transversal across first language didactics and education subjects) to the observation of classes taught by teacher trainers and to the planning, teaching and evaluation of first language 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 contexts (L1/L2).
f) To relate the formative, reflective, research dimensions with the activity of the Portuguese language (L1/L2 ) educator.
Helena Topa Valentim
Weekly - 2
Total - Available soon
Bronckart, J.-P. (2016). Projets denseignement et capacités dapprentissage. Lexemple de la langue maternelle. In: Pourquoi et comment devenir didacticien? (p. 105-122). Lille: Presses Universitaires du Septentrion.
Bronckart, J.-P. (2007). El analisis de las practicas como técnica de formación y desarollo. In: Cultura y Educación, 2007, n° 19, p. 123-134.
Castro, R. V. & Sousa, M. de L. D. (1998). Entre linhas paralelas. Estudos sobre o português nas escolas. Coimbra: Angelus Novus
Fonseca, F. I., Duarte, I. M. & Figueiredo, O. (2001). A linguística na formação do professor de português. Porto: CLUP.
Leurquin, E., Coutinho, M. A. & Miranda, F. (orgs). (2015). Formação docente. Textos, teorias e práticas. Campinas, SP: Mercado de Letras.
Silva, J., Assis, J. & Lopes, M.-A. (orgs). (2011). Linguagem e discurso em práticas formativas e profissionais. Scripta, vol. 15, n. 28.
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 innovation and transformation.
In class teaching
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 school supervisors.
a) Observation and analysis of pedagogical contexts.
b) Practical application of Portuguese language 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 language (L1 /L2) education.
g) Citizenship education in relation to Portuguese language (L1 /L2) 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: