2024
Teaching Practice in Primary School
Name: Teaching Practice in Primary School
Code: PED13965M
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 1ºCEB aims to promote in the actors acquisition of skills arising from the General Professional Profile of Teachers of Basic and Secondary Education and the Specific Profile of Early Childhood Educator(Law 240 and 241/2001) supported by research
Sustainable Development Goals
Learning Goals
Know and analyse the National Curriculum and the primary teacher professional profile.
Critically analyse the diverse and complex changes that are occurring in the fields of education and analyse the political, economic, and social context in which these changes are taking place.
Promote the integration of diverse knowledge about the characteristics and needs of children and reflect on appropriate educational experiences on primary school.
Stimulate cumulative and informed reflection on the practice of teachers, trainers and those supporting learning.
Develop skills of pedagogical practice in classroom and in educational settings, integrate scientific knowledge and work on curriculum integration.
Support dialogue with a wide culture of practitioners within a framework of critical inquiry;
Encourage the development of advanced communication skills.
Develop knowledge of the various theoretical perspectives that can be used to illuminate developments in teaching and learning process.
Critically analyse the diverse and complex changes that are occurring in the fields of education and analyse the political, economic, and social context in which these changes are taking place.
Promote the integration of diverse knowledge about the characteristics and needs of children and reflect on appropriate educational experiences on primary school.
Stimulate cumulative and informed reflection on the practice of teachers, trainers and those supporting learning.
Develop skills of pedagogical practice in classroom and in educational settings, integrate scientific knowledge and work on curriculum integration.
Support dialogue with a wide culture of practitioners within a framework of critical inquiry;
Encourage the development of advanced communication skills.
Develop knowledge of the various theoretical perspectives that can be used to illuminate developments in teaching and learning process.
Contents
1. Functions and objectives of Basic Education.
1.1. The curriculum of Basic Education in primary school
1.2. Teacher Profiling of the 1st Cycle and Profile of the student upon leaving compulsory school
2. Teaching Professionalism: the social and ethical dimensions
3. Development of teaching and learning:
3.1. Development of the curriculum in the context of an inclusive school
3.2. Skills in promoting the curriculum;
3.3. Integration of the curriculum in different areas of knowledge that contribute to the training of students in the 1st cycle of basic education.
4. Participation in school and community relations
5. Lifelong professional development
5.1. Supervision and cooperation
5.2. Research participatory processes.
1.1. The curriculum of Basic Education in primary school
1.2. Teacher Profiling of the 1st Cycle and Profile of the student upon leaving compulsory school
2. Teaching Professionalism: the social and ethical dimensions
3. Development of teaching and learning:
3.1. Development of the curriculum in the context of an inclusive school
3.2. Skills in promoting the curriculum;
3.3. Integration of the curriculum in different areas of knowledge that contribute to the training of students in the 1st cycle of basic education.
4. Participation in school and community relations
5. Lifelong professional development
5.1. Supervision and cooperation
5.2. Research participatory processes.
Teaching Methods
Supervision processes are developed with students, co-operating professor and the university supervisor, in the school context, complemented with previous and subsequent dialogues around lesson plans, reflective records and field notes known to all. The professional learning includes participation in the curriculum development in the schools, mobilization of disciplinary knowledge, collaboration and participatory research methods.
The investigative dimension advocates questioning and understanding the realities so that trainees can act justifiably, with the necessary autonomy to their learning and development.
The continuous evaluation reflects: 1) the development of a reflective portfolio and observation in context, considered the information provided by coop. institution (coop. teachers, coordinator of the institution) (65%); 2) results of the public act of defense of the PES report in Preschool and 1st CEB (35%). Each component should have a minimum grade of 10.
Final evaluation NA.
The investigative dimension advocates questioning and understanding the realities so that trainees can act justifiably, with the necessary autonomy to their learning and development.
The continuous evaluation reflects: 1) the development of a reflective portfolio and observation in context, considered the information provided by coop. institution (coop. teachers, coordinator of the institution) (65%); 2) results of the public act of defense of the PES report in Preschool and 1st CEB (35%). Each component should have a minimum grade of 10.
Final evaluation NA.
Certificações
