Prática de Ensino Supervisionada em Ensino de História
Objectives
. To demonstrate deontological sense of responsibility, participating in a rigorous, critical and attentive in the core activities of Supervised Teaching
Practice, school activities and proposals with all the different interlocutors.
. To apply scientific, pedagogical, didactic and methodological knowledge when defining, managing and evaluating curricular guidelines and extra-curricular activities and pedagogical practices in specific teaching of History.
. To plan respecting scientific knowledge, curriculum guidelines, the stages of development of the students.
. Select diversified resources, relevant and appropriate, independently.
. To promote the development of innovative pedagogical and methodological practices, managing to create and explore significant situations.
. To contribute to the promotion and integrative practices valuing different knowledge and cultures.
General characterization
Code
02108329
Credits
40.0
Responsible teacher
Raquel Pereira Henriques
Hours
Weekly - Available soon
Total - 1120
Teaching language
Portuguese
Prerequisites
N/A
Bibliography
CATANI, Denice B.; JÚNIOR, Décio G. (Org.) (2015). O que a escola faz? Elementos para a compreensão da vida escolar. Uberlândia/Minas Gerais: Ed. Univ. Federal de Uberlândia.
ESTEVES, Carla H.; CAIRES, Susana; MOREIRA, Maria A.; VIEIRA, Diana (2010). A vez e a voz dos supervisores cooperantes: vivências e percepções da experiência supervisiva. Iº Seminário Internacional "Contributos da Psicologia em Contextos Educativos". Braga: Univ. do Minho, pp. 1369-1384.
GÂMBOA, Rosário (2004). Educação, ética e democracia. A reconstrução da modernidade em John Dewey. Lisboa: Edições ASA.
NÓVOA, António (2009). Professores. Imagens do futuro presente. Lisboa: Educa.
SCHMIDT, Maria A.; BARCA, Isabel (Org.) (2009). Aprender História: Perspectivas da Educação Histórica. Rio Grande do Sul: Ed. Unijuí da Univ. Reg. Noroeste.
SCHÖN, Donald A. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books.
Teaching method
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.
Evaluation method
Formative and summative assessment and evaluation of all the work produced within the teacher training experience (PES).
A guiding document of the professional performance profile was elaborated with the following guide-lines: sense of deontological responsibility; planning; execution; assessment and curriculum complement activities.
Scientific rigor, autonomy, adequacy of methods and materials, creativity, responsability and progression are all essential evaluation criteria.
Subject matter
1. Oservation and analysis of pedagogical contexts.
2. Planning lessons and sequences of lessons.
3. Practical application of curriculum and History syllabus.
4. Teaching classes.
5. Designing and implementing pedagogical activities and projects.
6. Adapting teaching approaches in History to the educational context and individual needs of learners.
7. Critical evaluation, development and practical application of teaching materials and resources.
8. Assessment for learning, including diagnostic, formative and summative assessment.
9. Reflective practice and self-evaluation.
10. Team-working, collaboration and networking.
11. Intercultural citizenship education.
12. The ethical construction of the teaching profession.
Programs
Programs where the course is taught: