Monitoring Seminar of Supervised Teaching Practice II
a) Demonstrate the ability to research and read relevant literature.
b) Demonstrate the ability to relate and articulate concepts and reading with one’s educational practice.
c) Display learning and openness to change through a process of reflective thinking.
d) Contribute ethically to the creation of a responsible working atmosphere within one’s group.
e) Master the global organisation and overall coherence of a text.
f) Write in an appropriately academic style.
g) Write with objectivity, concision and fluency, observing the rules of grammar and spelling.
Carolyn Elizabeth Leslie
Weekly - Available soon
Total - 56
Bell, J., & Waters, S. (2018).Doing your reseach project.McGraw Hill
Burns, A. (2010). Doing Action Research in English Language Teaching.Routledge
Ceia, C. (2012). Normas para Apresentação de Trabalhos Científicos, 9ª ed.Editorial Presença.
Estrela, A. (2001). Investigação em Educação: Métodos e Técnicas, Educa. e-TEALS: an e-journal of Teacher Education and Applied Language Studies.
Porto : Universidade do Porto. Faculdade de Letras. Centre for English, Translation and Anglo-Portuguese Studies (CETAPS).
McNiff, J. (2017). Action research : All you need to know. Sage
Newby et al. (2007). European portfolio for student teachers of languages. http://archive.ecml.at/mtp2/fte/pdf/C3_Epostl_E.pdf
Richards, J. and Lockhart, C. (1996).Reflective Teaching in Second Language Classrooms. Cambridge University Press.
Wajnryb, R. (1992). Classroom Observation Tasks. Cambridge University Press.
In class teaching
Presentation and discussion of research questions and issues in teaching English to young learners.
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 a literature review on the chosen research topic(70%)
a) The practice of the teacher-researcher.
b) The reflective model.
c) The European Portfolio for Student Teachers of Languages (EPOSTL) as a tool for self assessment and reflective practice
d) Research questions and objectives.
e) Data collection and analysis; presentation and discussion of results.
f) Searching, synthesizing, summarizing and critical evaluation of the relevant literature.
g) Textual organization and planning.
Programs where the course is taught: