Research Supervision Seminar Portuguese and English Teaching
) Demonstrate the ability to research and read relevant literature.
b) Demonstrate the ability of relating and articulating concepts and readings with ones 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 ones 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.
Ana Alexandra Gonçalves de Veloso e Matos
Weekly - Available soon
Total - 140
Bronckart, J.-P. (2016). Projets d'enseignement et capacités d'apprentissage. L'exemple de la langue maternelle. In: Pourquoi et comment devenir didacticien? (p. 105-122). Lille: Presses Universitaires du Septentrion.
Fonseca, F. I., Duarte, I. M. & Figueiredo, O. (2001). A linguística na formação do professor de português. Porto: CLUP.
Johnson, K. & Golombek, P. (2011). Research on Second Language Teacher Education. NY: Routledge.
Kelly, M. et al. (2004). European Profile for Language Teacher Education - A Frame of Reference. Council of Europe. Available at https://ec.europa.eu/education/
Leurquin, E., Coutinho, A. & Miranda, F. (orgs). (2015). Formação docente. Textos, teorias e práticas. Campinas, SP: Mercado de Letras.
Vieira, I. and Moreira, M. (2008). Reflective teacher education towards learner autonomy: building a culture of possibility. In M. Raya and T. Lamb (Eds.), Pedagogy for Autonomy in Language Education. Dublin: Authentik, pp.266-282.
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. A minimum of 70% of sessions attendance is required.(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 languages/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 plannin
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