Supervised Teaching Practice Portuguese and English Teaching
a) To apply scientific, pedagogical, didactic and methodological knowledge when defining, managing and evaluating curricular guidelines and pedagogical practices in teaching languages (L1 and L2/FL).
b) To employ the knowledge and skills acquired within the scope of educational methodology and research (transversal across education subjects) to the observation of classes taught by teacher trainers and to the planning, teaching and evaluation of language classes (L1 and L2/FL).
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, considering L1 and L2/FL.
f) To relate the formative, reflective, research dimensions with the activity of the language (L1 and L2/FL) educator.
Ana Alexandra Gonçalves de Veloso e Matos
Weekly - Available soon
Total - 1260
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
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.
Continuous assessment respecting all the work done within the scope of the Supervised Teaching Practice has two components: an intermediate evaluation (formative) and a final evaluation (summative).
More information in Despacho N. 19/2018, de 15 de maio, são descritas as Normas internas de funcionamento dos mestrados em ensino – formação inicial de professores.
Internship at the cooperating school(50%), Report viva examination(50%)
a) Observation and analysis of pedagogical contexts.
b) Practical application of curriculum and syllabus (Portuguese and FL).
c) Planning and teaching lessons and sequences of lessons.
d) Adapting teaching approaches to the educational context and individual needs of learners
e) Evaluation, development and practical application of teaching materials and resources.
f) The cultural and intercultural dimension in language education (L1 and L2/FL).
g)(Intercultural) Citizenship education in relation to language 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) International networks of communication and exchange.
m) The European Language Portfolio and the Autobiography of Intercultural Encounters.
n) The ethical construction of the teaching profession.
Programs where the course is taught: