Seminário de Orientação da Prática de Ensino Supervisionada (Educação Musical)
Objectives
1. To demonstrate the ability to review the research literature.
2. To demonstrate the ability to relate and articulate concepts and readings to its own educational experience.
3. To demonstrate the ability to critically analyze the research literature as well as its own professional and personal development.
4. To demonstrate openness to change through a process of reflective questioning.
5. To contribute in an ethical manner to the creation of an environment of responsible participation in the workgroup.
6. To master the overall planning of a report, ensuring its coherence.
7. To write in an appropriate academic style, respecting conventions of citation and references’ presentation.
8. To write with objectivity, conciseness, and fluency, mastering grammar and spelling.
General characterization
Code
02110518
Credits
2.0
Responsible teacher
Ana Isabel Lemos do Carmo Pereira
Hours
Weekly - Available soon
Total - 56
Teaching language
Portuguese
Prerequisites
Available soon
Bibliography
Altet, M. (2000). Análise das práticas dos professores e das situações pedagógicas. Porto Editora.
Biesta, G. J. J. (2019). Obstinate education: Reconnecting school and society. Brill.
Ceia, C. (2012). Normas para Apresentação de Trabalhos Científicos (9ª ed.). Editorial Presença.
Curwin, R. L., Mendler, A. N., & Mendler, B. D. (2008). Discipline with dignity: new challenges, new solutions (3rd ed.). Association for Supervision and Curriculum Development (ASCD).
De Baets, T., & Buchborn, T. (Eds.). (2014). European perspectives on music education: The reflective music teacher. Helbling.
Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11, 47-71.
Korthagen, F.A.J., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Lawrence Erlbaum.
McPherson, G., & Welch, G. (Eds.). (2012). The Oxford Handbook of Music Education (Volumes I & II). Oxford University Press.
Nóvoa, A. (Ed.). (1999). Profissão professor (2.ª ed.). Porto Editora.
Pereira, A., & Poupa, C. (2008). Como escrever uma tese, monografia ou livro científico usando o Word (4.ª Ed.). Sílabo.
Rodrigues, H., & Rodrigues, P. M. (2014). Arte de Ser Professor - O Projeto Musical e Formativo Grande Bichofonia. Edições Colibri.
Roldão, M. C. (2009). Estratégias de Ensino. O saber e o agir do professor. Fundação Manuel Leão.
Schippers, H. (2010). Facing the music: Shaping music education from a global perspective. Oxford University Press.
Schön, D. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. Jossey-Bass.
Teaching method
Presentation and discussion of research problems in the teaching of music education. Creation of instruments for self-evaluation and reflective practice. Individual and small group monitoring of the development of writing a report.
Evaluation method
Individual writing of a reflective text on teaching practice (3 to 5 pages) (100%).
Subject matter
1. Observation and analysis of educational contexts.
2. Planning and teaching.
3. Development of materials and resources, practical application, and critical evaluation.
4. Planning and implementing school integration activities and projects.
5. Continuous assessment, including diagnostic, formative, and summative assessment.
6. Teamwork, collaboration, and networking.
7. Education for intercultural citizenship.
8. The ethical construction of the teaching profession.
9. The teacher's reflective cycle.
10. Textual organization and planning.
Programs
Programs where the course is taught: