Supervised Teaching Practice in Teaching of Musical Education in Elementary Education
a) To apply scientific, pedagogical, didactic and methodological knowledge when defining, managing and
evaluating curricular guidelines and pedagogical practices in teaching music.
b) To employ the knowledge and skills acquired within the scope of educational methodology and research (transversal across methodology and education subjects) to the observation of classes taught by teacher trainers and to the planning, teaching and evaluation of music 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 music.
f) To relate the formative, reflective, research dimensions with the activity of the music educator.
Isabel Maria Lopes Figueiredo
Weekly - Available soon
Total - 1260
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Altet, M. (2000). Análise das práticas dos professores e das situações pedagógicas. Porto: Porto Editora.
De Baets, T., & Buchborn, T. (Eds.)(2014). European perspectives on music education: The reflective music teacher. Innsbruck: Helbling.
Korthagen, F.A.J., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking
practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum
Moon, J. (1999) Reflection in learning and professional development: theory and practice. London: Kogan Page
Nóvoa, A. (coord.)(1992). Os professores e a sua formação. Lisboa: D. Quixote.
Roldão, M. C. (2009). Estratégias de Ensino. O saber e o agir do professor. Vila Nova de Gaia: Fundação Manuel Leão.
Schön, D. (1991). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass.
The construction of the teaching profession develops within an approach that aims at promoting critical
thought and reflective skills (Korthagen, 2001) in articulation with a methodology of ´learning by doing´ in
Schön´s words (1991), 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.
Formative and summative assessment and evaluation of all the work produced within the Supervised Teaching Practice.(100%)
a) Observation and analysis of pedagogical contexts.
b) Practical application of curriculum and music syllabus.
c) Planning and teaching lessons and sequences of lessons.
d) Critical evaluation, development and practical application of teaching materials and resources.
e) Designing and implementing pedagogical activities and projects.
f) Assessment for learning, including diagnostic, formative and summative assessment.
g) Team-working, collaboration and networking.
h) Reflective practice and self-evaluation.
i) Intercultural citizenship education.
j) The ethical construction of the teaching profession.
Programs where the course is taught: