2023
Issues in Childhood Pedagogy
Name: Issues in Childhood Pedagogy
Code: PED11451M
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
Identify the challenges of education in the 21st century based on an understanding the current world
Master the concept of learning to learn: meta-learning, learning dispositions and multiple literacies
Recognize learnings inherent to citizenship: moral and ethical construction; agency; critical thinking and responsibility
Identify the implications of the new challenges for pedagogy in Pre-school and primary school, based on recent research;
To know the characteristics of classrooms as learning communities: social organization; resources, space / materials organization, time; participants' roles; interactions that facilitate learning; evaluation and equity;
Understand the role of feedback in the regulation of educational action;
Understand the need to adapt the assessment procedures to the diversity, context and nature of learning;
Analyze educational action in work contexts, scientifically and socially supporting educational options
Master the concept of learning to learn: meta-learning, learning dispositions and multiple literacies
Recognize learnings inherent to citizenship: moral and ethical construction; agency; critical thinking and responsibility
Identify the implications of the new challenges for pedagogy in Pre-school and primary school, based on recent research;
To know the characteristics of classrooms as learning communities: social organization; resources, space / materials organization, time; participants' roles; interactions that facilitate learning; evaluation and equity;
Understand the role of feedback in the regulation of educational action;
Understand the need to adapt the assessment procedures to the diversity, context and nature of learning;
Analyze educational action in work contexts, scientifically and socially supporting educational options
Contents
1. The goals of education in the 21st century and its implications for the organization of the teaching / learning process in pre-school and primary school;
a. The. Learning to learn (meta-learning, resilience and multiple literacies)
b. Learning to live in a democratic society (moral and ethical construction; agency; critical thinking and responsibility)
2. Teaching / learning models:
a. The Concepts of student, school, teaching / learning and skills they promote;
b. Organization of the teaching / learning process: models centered on the teacher, the student and the shared construction of learning
c. Learning Communities (CA) as a context for quality learning: The focus, social organization, resources and roles in a CA
3. Management of learning in mono-teaching
a. The organization of space / materials and time in pre-school and primary school
b. The organization of learning processes and content
c. Plan and evaluate to learn and include
d. Interactions in the classroom
a. The. Learning to learn (meta-learning, resilience and multiple literacies)
b. Learning to live in a democratic society (moral and ethical construction; agency; critical thinking and responsibility)
2. Teaching / learning models:
a. The Concepts of student, school, teaching / learning and skills they promote;
b. Organization of the teaching / learning process: models centered on the teacher, the student and the shared construction of learning
c. Learning Communities (CA) as a context for quality learning: The focus, social organization, resources and roles in a CA
3. Management of learning in mono-teaching
a. The organization of space / materials and time in pre-school and primary school
b. The organization of learning processes and content
c. Plan and evaluate to learn and include
d. Interactions in the classroom
Teaching Methods
Lectures with debates
Analysis of research in ECE
Sharing and analysis of different models of organization of teaching/learning (Preschool and Primary)
Interactive processes and resource sharing through e-learning platform Moodle and e-mail.
Formative assessment, supports the work processes in contact hours, and the production of an analysis of students practicum:
Assessment consists in two elements:
A - Analysis of educational settings where they are performing the PES using the characteristics of CA and other pedagogical models (80%)
B - Participation in classes (20%)
Analysis of research in ECE
Sharing and analysis of different models of organization of teaching/learning (Preschool and Primary)
Interactive processes and resource sharing through e-learning platform Moodle and e-mail.
Formative assessment, supports the work processes in contact hours, and the production of an analysis of students practicum:
Assessment consists in two elements:
A - Analysis of educational settings where they are performing the PES using the characteristics of CA and other pedagogical models (80%)
B - Participation in classes (20%)
Teaching Staff
- Maria da Assunção da Cunha Folque de Mendonça [responsible]
