2025
Supervised Pre-School Practice
Name: Supervised Pre-School Practice
Code: PED13920M
21 ECTS
Duration: 15 weeks/546 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Presentation
The CU Initiation to Professional Teaching Practice in Pre-school aims to promote students acquisition of skills driven from the General Professional Performance Profile of Teachers of Basic and Secondary Education (Law 240/2001) and the Specific Profile of Early Childhood Educator (Law 241 / 2001)
Sustainable Development Goals
Learning Goals
To characterize the organization of the educational environment and critically reflect on the underlying options
To integrate diverse knowledge about children (3 to 6 years old) characteristics and needs as well as appropriate educational experiences
To understand the different components of the teacher's work in pre-school with children, families and communities
To develop observation, planning, acting and assessment competences
To develop relational competences with the participants in the educational process
To design an organizational matrix that supports and enriches pre-school practices.
To integrate the ethic, civic and formative dimensions of their practices
To develop research skills towards curricular intervention, knowledge coconstrunction and the transformation of contexts
To integrate diverse knowledge about children (3 to 6 years old) characteristics and needs as well as appropriate educational experiences
To understand the different components of the teacher's work in pre-school with children, families and communities
To develop observation, planning, acting and assessment competences
To develop relational competences with the participants in the educational process
To design an organizational matrix that supports and enriches pre-school practices.
To integrate the ethic, civic and formative dimensions of their practices
To develop research skills towards curricular intervention, knowledge coconstrunction and the transformation of contexts
Contents
In this CU we work on the four dimensions of the teacher Professional Performance Profile
I. Professional, social and ethical dimension
II. Teaching and learning dimension, which includes:
Organization of the educational environment
Observation, planning and assessment
Relationships and interactions
Integration of the curriculum
III. Participation in school and contacts with the community dimension
IV. Professional development dimension.
These dimensions are integrated in the context of intervention and its regulation both at the educational cntexts and at the University in Seminar sections, calling upon learning from of all the CUs of the course
I. Professional, social and ethical dimension
II. Teaching and learning dimension, which includes:
Organization of the educational environment
Observation, planning and assessment
Relationships and interactions
Integration of the curriculum
III. Participation in school and contacts with the community dimension
IV. Professional development dimension.
These dimensions are integrated in the context of intervention and its regulation both at the educational cntexts and at the University in Seminar sections, calling upon learning from of all the CUs of the course
Teaching Methods
TP takes place full time, 21 hours, during 14 weeks. The first 3 weeks are of participant observation, beginning full intervention at the 4th week supported by cooperative planning.
Formative assessment supports the entire process of PES, through dialogical teaching (between students, lecturers and coop. teachers) in institutional contexts as well as in Seminar sessions at the university. This process supports the development of the PES portfolio and the final teaching report, supported by the PES Assessment Guidelines and other selected research tools. Interactive processes are also carried out through the moodle platform and e-mail.
In the documentation produced within the scope of PES (lesson plans, training notebook, the research dimension, portfolio, etc.), the use of AI tools must comply with the following conditions:
AI may be used only as support for:
? bibliographic research; the organization of ideas; grammatical revision and textual clarity; content formatting; the suggestion of analytical categories; the generation of diagrams or images; technical support in data organization.
These uses always require critical validation, reformulation, and authorship responsibility on the part of the student.
Unauthorized uses
It is not permitted to:
? use AI to replace the process of critical analysis of practice; generate complete pedagogical reflections from field notes; produce automatic interpretations of observed/recorded situations; write texts as if they were the student?s own authorship; input identifiable data relating to children, families, or professionals into AI systems.
Transparency and responsibility
Whenever AI is used, the student:
? must cite/reference content generated directly by AI (text, diagram, or figure), following the adopted bibliographic standard, APA 7th edition; must include a declaration of AI use; assumes full responsibility for the content presented.
Formative assessment supports the entire process of PES, through dialogical teaching (between students, lecturers and coop. teachers) in institutional contexts as well as in Seminar sessions at the university. This process supports the development of the PES portfolio and the final teaching report, supported by the PES Assessment Guidelines and other selected research tools. Interactive processes are also carried out through the moodle platform and e-mail.
In the documentation produced within the scope of PES (lesson plans, training notebook, the research dimension, portfolio, etc.), the use of AI tools must comply with the following conditions:
AI may be used only as support for:
? bibliographic research; the organization of ideas; grammatical revision and textual clarity; content formatting; the suggestion of analytical categories; the generation of diagrams or images; technical support in data organization.
These uses always require critical validation, reformulation, and authorship responsibility on the part of the student.
Unauthorized uses
It is not permitted to:
? use AI to replace the process of critical analysis of practice; generate complete pedagogical reflections from field notes; produce automatic interpretations of observed/recorded situations; write texts as if they were the student?s own authorship; input identifiable data relating to children, families, or professionals into AI systems.
Transparency and responsibility
Whenever AI is used, the student:
? must cite/reference content generated directly by AI (text, diagram, or figure), following the adopted bibliographic standard, APA 7th edition; must include a declaration of AI use; assumes full responsibility for the content presented.
Assessment
Students evaluation includes: 1) observation of practice (including information provided by cooperating institution (cooperating
educators; coordinator of the institution) and a learning portfolio (65%); 2) and a Teaching practice report (research of their practice)
presented and discussed in front of a jury (35%). Each component has a minimal rating of 10.
Final evaluation: NA.
educators; coordinator of the institution) and a learning portfolio (65%); 2) and a Teaching practice report (research of their practice)
presented and discussed in front of a jury (35%). Each component has a minimal rating of 10.
Final evaluation: NA.
Teaching Staff
- Ana Artur Marques [responsible]
Accreditations and Certifications
