Supervised Teaching Practice in History Teaching


  • To demonstrate deontological sense of responsibility, participating in a rigorous, critical and attentive in the core activities of Supervised Teaching Practice, school activities and proposals with all the different interlocutors.

  • To apply scientific, pedagogical, didactic and methodological knowledge when defining, managing and evaluating curricular guidelines and extra-curricular activities and pedagogical practices in specific teaching of History.

  • To plan respecting scientific knowledge, curriculum guidelines, the stages of development of the students.

  • Select diversified resources, relevant and appropriate, independently.

  • To promote the development of innovative pedagogical and methodological practices, managing to create and explore significant situations.

  • To contribute to the promotion and integrative practices valuing different knowledge and cultures.

General characterization





Responsible teacher

Raquel Pereira Henriques


Weekly - Available soon

Total - 1260

Teaching language



Available soon


Catani, Denice B.; Júnior, Décio G. (org) (2015). O que a escola faz? Elementos para a compreensão da vida escolar. Uberlândia/Minas Gerais: Ed. Univ. Federal de Uberlândia.
Esteves, Carla H.; Caires, Susana; Moreira, Maria A. & Vieira, Diana (2010). A vez e a voz dos supervisores cooperantes: vivências e percepções da experiência supervisiva. In Iº Seminário Internacional Contributos da Psicologia em Contextos Educativos, p. 1369-1384. Braga: Univ. do Minho
Gâmboa, Rosário (2004). Educação, ética e democracia. A reconstrução da modernidade em John Dewey. Lisboa: Edições ASA
Nóvoa, António (2009). Professores. Imagens do futuro presente. Lisboa: Educa
Schmidt, Maria A.; Barca, Isabel (org) (2009). Aprender História: Perspectivas da Educação Histórica. Rio Grande do Sul: Ed. Unijuí da Univ. Reg Noroeste
Schön, Donald A. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books

Teaching method

Presentation and discussion of educational research subjects and problems centred both on teaching in Secondary School, in general, and the Philosophy course, in particular. Discussion of the relevant individual, scientific, methodological and stylistic requisites for conducting course's related reflection, research and writing of the final report. Critical analysis of the report project and of the individual research proposals.

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.

Evaluation method

Arithmetic average of the internship and the report viva examination.(50%), Supervision Seminar(50%)

Subject matter

1. Observation and analysis of pedagogical contexts.
2. Planning lessons and sequences of lessons.
3. Practical application of curriculum and history syllabus.
4. Teaching classes.
5. Designing and implementing pedagogical activities and projects.
6. Adapting teaching approaches in History to the educational context and individual needs of learners.
7. Critical evaluation, development and practical application of teaching materials and resources.
8. Assessment for learning, including diagnostic, formative and summative assessment.
9. Reflective practice and self-evaluation.
10. Team-working, collaboration and networking.
11. Intercultural citizenship education.
12. The ethical construction of the teaching career.