Supervised Teaching Practice Seminar in the Teaching of Portuguese and Spanish
a) Demonstrate the ability to research and read relevant literature.
b) Demonstrate the ability of relating and articulating concepts and readings with one’s educational experience.
c) Demonstrate critical analysis skills.
d) Display learning and openness to change through a process of reflective thinking.
e) Contribute ethically to the creation of a responsible working atmosphere within one’s group.
f) Master the global organisation of the text displaying coherence.
g) Write in appropriate scholarly style, respecting quotation and bibliographic referencing norms.
h) Write with objectivity, concision and fluency, correctly applying gramar and spelling rules.
Beatriz Moriano Moriano
Weekly - Available soon
Total - 140
Bronckart, J.-P. (2007). Desarrollo del lenguaje y didática de las lenguas. Buenos Aires: Miño y Dávila.
Ceia, C. (2012). Normas para Apresentação de Trabalhos Científicos, 9ª ed. Lisboa: Editorial Presença.
Dolz-Mestre, J. (2016). As atividades e os exercícios de língua: uma reflexão sobre a engenharia didática. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, 32(1), 237-260.
Estrela, A. (2001). Investigação em Educação: Métodos e Técnicas. Lisboa: Educa.
Fabb, N. and Durant, A. (2005). How to Write Essays and Dissertations (2nd ed). Harlow: Pearson Education.
Griffee, D. (2012). An Introduction to Second Language Research Methods - Design and Data. Berkeley, CA: TESL-EJ Publications.
Lamas, E. (coord.) (2001). Dicionário de Metalinguagens da Didáctica. Porto: Porto Editora.
McNiff, Jean. (2002). Action Research: Principles and Practice. London: Routledge.
Presentation and discussion of research questions and issues in language education (fisrt language and second/foreign languages).
Analysis of action research projects and study cases; critical and reflective analysis of the individual research project and of languages teaching and learning practices (fisrt language and second/foreign languages).
Individual and small group tutoring sessions to support the organisation of the research project to be implemented.
Continuous assessment based on practical tasks, tutorials and self-guided learning(30%), Preparation of the literature review on the chosen topic to research and writing the project(70%)
a) The pertinence of the teacher-researcher concept.
b) Research methodologies in language education (fisrt language and second/foreign languages).
c) Research questions and objectives.
d) Data collection and analysis; presentation and discussion of results.
e) Self assessment and reflective practice tools; the EPOSTL.
f) Searching, synthesizing, summarizing and critiquing literatures.
g) Textual organization and planning.
Programs where the course is taught: