Monitoring Seminar of Supervised Teaching Practice I


a) Demonstrate the ability to research and read relevant literature.
b) Demonstrate the ability of relating and articulating concepts and readings with one’s initial educational experience (observation and co-teaching phase).
c) Design and implement observation tasks.
d) Demonstrate ability to reflect on and analyse the collected data.
e) Identify and characterise research teaching methodologies.
f) Design a research plan in educational context (to be implemented and developed during PES II).

General characterization





Responsible teacher

Carolyn Elizabeth Leslie


Weekly - Available soon

Total - 56

Teaching language



Available soon


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.
Dikilitas, K., Smith R., & Trotman, W. (Eds). (2015). Teacher-researchers in action. IATEFL 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.
Richards, J. and Lockhart, C. (1996).Reflective Teaching in Second Language Classrooms. Cambridge University Press.
Wajnryb, R. (1992). Classroom Observation Tasks. Cambridge University Press.

Teaching method

Presentation and discussion of research questions and issues in teaching English to young learners. Reflective analysis of the individual observation tasks in teaching English to young children practice.
Individual and small group tutoring sessions to support the organisation of the research project plan to be implemented in PES II.

Evaluation method

Método de Avaliação - Continuous assessment based on practical tasks, tutorials and self-guided learning(30%), Preparation of a working plan and appropriate research methodology(70%)

Subject matter

a) The relevance of the teacher-researcher concept.
b) Educational research methodologies.
c) Research in foreign language education.
d) Observation as a learning tool.
e) Data collection and analysis; presentation and discussion of results.
f) Research objectives and research questions.
g) The ethical construction of the teaching profession.


Programs where the course is taught: