2024
Pedagogical Practice in Creche Contexts
Name: Pedagogical Practice in Creche Contexts
Code: PED13976M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Presentation
This CU is a space for the analysis and reflection of the organization of practice in Creche and to promote the acquisition of skills from the Professional Performance Profiles of Pre-school Teachers and Teachers of Basic and Secondary Education (DL 240 & 241 /2001.
Sustainable Development Goals
Learning Goals
To understand the Creche specificity as an educational context for children aged 4 to 36 months;
To understand the organization of the educational environment and critically analyze the underlying options;
To promote the integration of knowledge about the characteristics and needs of children (4-36 months) and about appropriate educational experiences;
To know the different components of the teacher's educational work in creche with children, families and the community;
To develop observation, planning, action and evaluation skills;
To base educational action on pedagogical differentiation;
Develop relational skills with the different participants in the educational process;
To develop reflective and self-regulatory capacities of practice by experimenting self-reflection and cooperative assessment practices;
To integrate the civic and formative dimension of teachers practice, ethically and deontologically.
To understand the organization of the educational environment and critically analyze the underlying options;
To promote the integration of knowledge about the characteristics and needs of children (4-36 months) and about appropriate educational experiences;
To know the different components of the teacher's educational work in creche with children, families and the community;
To develop observation, planning, action and evaluation skills;
To base educational action on pedagogical differentiation;
Develop relational skills with the different participants in the educational process;
To develop reflective and self-regulatory capacities of practice by experimenting self-reflection and cooperative assessment practices;
To integrate the civic and formative dimension of teachers practice, ethically and deontologically.
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 (space and materials; time; group)
Observation, planning and assessment
Relationships and interactions with children and families
Integration of the curriculum and learning experiences
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 contexts and at the University in TP classes, mobilizing specific pedagogic contents for creche as well as 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 (space and materials; time; group)
Observation, planning and assessment
Relationships and interactions with children and families
Integration of the curriculum and learning experiences
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 contexts and at the University in TP classes, mobilizing specific pedagogic contents for creche as well as learning from of all the CUs of the course
Teaching Methods
In the 13 weeks of 3hours of Internship the students evolve from participant observation, to a punctual intervention and design the intervention week based on the knowledge and listening of the children and in cooperation with the teachers. Field notes and weekly reflections discussed with the cooperating teachers and supervisors conduct investigative processes on STP in creches;
In TP classes: Cooperative management of the learning process; Expositive classes with debate; communications of students inquiries; Cooperated reflection and analysis of pedagogical actions developed in creches;
Continuous evaluation regime:
- STP file: 1) conception of educational action; 2) field notes and reflections 3) plans; 4) autonomous search records - 80%
- Attendance and participation in classes - 20%
Qualitative information from Cooperating teachers on the performance of students in context.
Final evaluation regime: NA
In TP classes: Cooperative management of the learning process; Expositive classes with debate; communications of students inquiries; Cooperated reflection and analysis of pedagogical actions developed in creches;
Continuous evaluation regime:
- STP file: 1) conception of educational action; 2) field notes and reflections 3) plans; 4) autonomous search records - 80%
- Attendance and participation in classes - 20%
Qualitative information from Cooperating teachers on the performance of students in context.
Final evaluation regime: NA
Teaching Staff
- Maria da Assunção da Cunha Folque de Mendonça [responsible]
Certificações
