2025
Supervised Teaching Practice in Physical Education
Name: Supervised Teaching Practice in Physical Education
Code: PED15827M
60 ECTS
Duration: 30 weeks/1560 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
1. Knowing the functioning of the school institution.
2. Develop awareness of civic and formative dimension of teaching functions, with the inherent ethical and deontological requirements.
3. Develop annual plans and plans, taking consistent and defensible pedagogically decisions, expressing concern for the differentiation and progression of learning.
4. Develop and operationalize an integrated and coherent process of diagnostic, formative and summative assessment.
5. During the conduct of teaching, develop effective strategies for time management, presentation of learning tasks and accompaniment of practice to ensure meaningful learning and a positive climate.
6. Designing and implementing complementary curricular activities, framed in the educational project of the school.
7. Develop a research-action project focused on own teaching or on learning and development of students.
2. Develop awareness of civic and formative dimension of teaching functions, with the inherent ethical and deontological requirements.
3. Develop annual plans and plans, taking consistent and defensible pedagogically decisions, expressing concern for the differentiation and progression of learning.
4. Develop and operationalize an integrated and coherent process of diagnostic, formative and summative assessment.
5. During the conduct of teaching, develop effective strategies for time management, presentation of learning tasks and accompaniment of practice to ensure meaningful learning and a positive climate.
6. Designing and implementing complementary curricular activities, framed in the educational project of the school.
7. Develop a research-action project focused on own teaching or on learning and development of students.
Contents
DEVELOPMENT OF TEACHING AND LEARNING
Planning: Structuring sources; Differentiation of teaching and progression of learning; Articulated conception of annual plans, step plans and lesson plans.
Evaluation: Collection and analysis of data from the initial assessment; Articulation between the results of formative assessment and summative assessment; Design and operationalizing instruments to assess student learning.
Teaching classes in basic and secondary education and in groups of school sports
PARTICIPATION IN SCHOOL AND RELATIONSHIP WITH THE COMMUNITY
Collaboration in group activities of PE
Conception, and development of complementary curricular activitie / activities with participation of the educational community
PROFESSIONAL, SOCIAL AND ETHICS DIMENSION
Collaborative work
The professional attitude
PROFESSIONAL DEVELOPMENT LIFELONG
Refletion on own practice
Development of a research project-action and its public presentation.
Planning: Structuring sources; Differentiation of teaching and progression of learning; Articulated conception of annual plans, step plans and lesson plans.
Evaluation: Collection and analysis of data from the initial assessment; Articulation between the results of formative assessment and summative assessment; Design and operationalizing instruments to assess student learning.
Teaching classes in basic and secondary education and in groups of school sports
PARTICIPATION IN SCHOOL AND RELATIONSHIP WITH THE COMMUNITY
Collaboration in group activities of PE
Conception, and development of complementary curricular activitie / activities with participation of the educational community
PROFESSIONAL, SOCIAL AND ETHICS DIMENSION
Collaborative work
The professional attitude
PROFESSIONAL DEVELOPMENT LIFELONG
Refletion on own practice
Development of a research project-action and its public presentation.
Teaching Methods
PES develops throughout the academic year (following the school calendar for Basic and Secondary Education) in two classes at two different educational levels (basic and secondary). This process takes place through collaborative work with the cooperating supervisor, allowing for the student's progressive autonomy in planning, intervention, and evaluation activities.
School participation activities and community engagement are carried out in groups or internship units. The action-research project is conducted individually and presented in an open seminar, with the participation of other students, cooperating supervisors, and other interested parties.
The University Supervisor oversees the students? practice in the school, providing support for planning and reflection while arranging school visits to directly observe student interventions.
Seminar sessions at the University aim to share experiences and practices, discuss, and evaluate projects and completed work.
The tutorial guidance sessions will be conducted individually or in small groups.
School participation activities and community engagement are carried out in groups or internship units. The action-research project is conducted individually and presented in an open seminar, with the participation of other students, cooperating supervisors, and other interested parties.
The University Supervisor oversees the students? practice in the school, providing support for planning and reflection while arranging school visits to directly observe student interventions.
Seminar sessions at the University aim to share experiences and practices, discuss, and evaluate projects and completed work.
The tutorial guidance sessions will be conducted individually or in small groups.
Assessment
Formative assessment is the primary mode of evaluation. Students receive continuous feedback on their performance throughout the academic year through reflections and supervision provided by both the school and university supervisors. At the end of the first semester, there will be a self-assessment and a formal written evaluation of a qualitative nature. The final assessment is conducted by the University Supervisor, taking into account the evaluation provided by the cooperating supervisor.
The final grade considers two components:
Performance evaluation in PES at the school ? 65%
Evaluation of the corresponding Report, assessed by a jury and subject to public discussion ? 35%
The components of the PES evaluation at the school are as follows:
Teaching and learning development: 50%
Participation in the school and community engagement: 20%
Lifelong professional development (action-research project): 10%
Professional, social, and ethical dimension: 10%
This course does not have a final exam assessment system and which complies with the PES Regulations and the guidelines of the PES Coordinating Council for Master's programs that grant professional qualification for teaching.
The final grade considers two components:
Performance evaluation in PES at the school ? 65%
Evaluation of the corresponding Report, assessed by a jury and subject to public discussion ? 35%
The components of the PES evaluation at the school are as follows:
Teaching and learning development: 50%
Participation in the school and community engagement: 20%
Lifelong professional development (action-research project): 10%
Professional, social, and ethical dimension: 10%
This course does not have a final exam assessment system and which complies with the PES Regulations and the guidelines of the PES Coordinating Council for Master's programs that grant professional qualification for teaching.
Teaching Staff
- Clarinda de Jesus Banha Pomar [responsible]
- Fábio Saraiva Flôres
- Clarinda de Jesus Banha Pomar [responsible]
- Fábio Saraiva Flôres
Certificações
