Supervised Teaching Practice in Portuguese Teaching


a) To apply scientific, pedagogical, didactic and methodological knowledge when defining, managing and evaluating curricular guidelines and pedagogical practices in teaching Portuguese (L1).
b) To employ the knowledge and skills acquired within the scope of educational methodology and research (transversal across first language didactics and education subjects) to the observation of classes taught by teacher trainers and to the planning, teaching and evaluation of first language 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 contexts (L1/L2).
f) To relate the formative, reflective, research dimensions with the activity of the Portuguese language (L1/L2 ) educator.

General characterization





Responsible teacher

Helena Virgínia Topa Valentim


Weekly - Available soon

Total - 1260

Teaching language





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.

Bronckart, J.-P. (2007). El analisis de las practicas como técnica de formación y desarollo. In: Cultura y Educación, 2007, n° 19, p. 123-134.

Castro, R. V. & Sousa, M. de L. D. (1998). Entre linhas paralelas. Estudos sobre o português nas escolas. Coimbra: Angelus Novus

Fonseca, F. I., Duarte, I. M. & Figueiredo, O. (2001). A linguística na formação do professor de português. Porto: CLUP.

Leurquin, E., Coutinho, M. A. & Miranda, F. (orgs). (2015). Formação docente. Textos, teorias e práticas. Campinas, SP: Mercado de Letras.

Silva, J., Assis, J. & Lopes, M.-A. (orgs). (2011). Linguagem e discurso em práticas formativas e profissionais. Scripta, vol. 15, n. 28.

Teaching method

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.

Evaluation method

Internship at the cooperating school(50%), Report viva examination(50%)

Subject matter

a) Observation and analysis of pedagogical contexts.
b) Practical application of Portuguese language curricula and syllabus.
c) Planning and teaching lessons and sequences of lessons.
d) Adapting teaching approaches to the educational context and individual needs of learners.
e) Critical evaluation, development and practical application of teaching materials and resources.
f) The cultural and intercultural dimension in Portuguese language (L1 /L2) education.
g) Citizenship education in relation to Portuguese language (L1 /L2) 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) Intercultural citizenship education.
m) The ethical construction of the teaching profession.