Prática de Ensino Supervisionada (Educação Musical)
Objectives
1. To mobilize and apply scientific, pedagogical, didactic, and methodological knowledge to the definition, management, and evaluation of curricular plans and pedagogical practices specific to the teaching of Music.
2. To apply the skills acquired in educational research methodologies, transversal to training in Educational Sciences and Didactics:
2.1. the work of observation of classes taught by the school supervisor,
2.2. the planning, implementation, and evaluation of music lessons
3. To develop the planning and implementation of innovative pedagogical-didactic practices.
4. To develop a knowledge of students in the school context, their similarities, and differences, particularly regarding their needs, behavior, motivation, and levels of learning.
5. To develop an informed and critical reflection on the educational context of music.
6. To relate the formative, reflective, and investigative components with the activity of the music education teacher.
General characterization
Code
02110529
Credits
40.0
Responsible teacher
Ana Isabel Lemos do Carmo Pereira
Hours
Weekly - 3
Total - 1120
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.
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.
Nóvoa, A. (Ed.). (1999). Profissão professor (2.ª ed.). Porto Editora.
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. (1991). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. Jossey-Bass.
Teaching method
The construction of teaching professionalism is framed within an approach that promotes the development of critical thinking and reflective capacity (Korthagen et al., 2001). This aspect is in articulation with a methodology of "learning by doing" in Schön's terminology (1991), without losing sight of the investigative dimension. Supervision takes place in a perspective of collaborative guidance with a view to reflect on the teaching activity, as well as professional and personal development, with openness to innovation and transformation.
Evaluation method
Assessment - The grading of the curricular unit Supervised Teaching Practice (PES) is obtained through the arithmetic mean of the internship and the public presentation and defense of the report. (100%)
Subject matter
1. Observation and analysis of educational contexts.
2. Planning and teaching.
3. Development of materials and resources, their practical application, and critical evaluation.
4. Planning and implementation of activities and projects of school integration.
5. Continuous assessment, including diagnostic, formative, and summative assessment modalities.
6. Teamwork, collaboration, and networking.
7. Reflective practice and self-evaluation.
8. Education for intercultural citizenship.
9. The ethical construction of the teaching profession.
10. The reflective cycle of the teacher.
Programs
Programs where the course is taught: