2025
Pedagogical Practice in the 1st Cycle of Basic Education
Name: Pedagogical Practice in the 1st Cycle of Basic Education
Code: PED14981L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
1. To know the characteristics of quality education, with children in a school setting.
2. Characterise the primary school educational environment and critically reflect on the underlying organisational choices.
3. Know the characteristics and needs of children and reflect on educational experiences appropriate to their ages in the 1st cycle, taking into account documents and regulations that guide teaching at this level of education, research in early childhood education and the promotion of inclusion
4.Know ways of interacting with family contexts and communities
5.Develop skills underlying the teaching and learning processes: relational and communication skills; civic and training dimension of its functions, with the ethical and deontological requirements associated with it; observation, planning, action and evaluation skills
6.Develop reflective capabilities in the face of lived experiences, cooperative evaluation and lifelong learning
2. Characterise the primary school educational environment and critically reflect on the underlying organisational choices.
3. Know the characteristics and needs of children and reflect on educational experiences appropriate to their ages in the 1st cycle, taking into account documents and regulations that guide teaching at this level of education, research in early childhood education and the promotion of inclusion
4.Know ways of interacting with family contexts and communities
5.Develop skills underlying the teaching and learning processes: relational and communication skills; civic and training dimension of its functions, with the ethical and deontological requirements associated with it; observation, planning, action and evaluation skills
6.Develop reflective capabilities in the face of lived experiences, cooperative evaluation and lifelong learning
Contents
1. The 1st cycle of Basic Education in the Education System in Portugal
1.1. Basic and secondary education curriculum, the guiding principles for its design, operationalization and assessment of learning.
1.2. Profile of students leaving compulsory education.
1.3. Guidelines and curriculum matrix for Basic Education.
2. Monoteaching and the role of the teacher
2.1. Curriculum management: observation, listening, recording, planning, action and evaluation.
2.2. The organization and regulation of learning environments: group, spaces and materials, time.
2.3. Integrated learning of curricular content
2.4. The relationship with families and communities: determining factors; communication strategies.
3. Reflection and professional practice
3.1. Reflective portfolios and professional learning
1.1. Basic and secondary education curriculum, the guiding principles for its design, operationalization and assessment of learning.
1.2. Profile of students leaving compulsory education.
1.3. Guidelines and curriculum matrix for Basic Education.
2. Monoteaching and the role of the teacher
2.1. Curriculum management: observation, listening, recording, planning, action and evaluation.
2.2. The organization and regulation of learning environments: group, spaces and materials, time.
2.3. Integrated learning of curricular content
2.4. The relationship with families and communities: determining factors; communication strategies.
3. Reflection and professional practice
3.1. Reflective portfolios and professional learning
Teaching Methods
Methodologies are used that encourage the construction of meaningful knowledge through the involvement and participation of students, individually and in groups, in dialogue with theoretical and practical references and with pre-school educational contexts, namely:
- Co-operative management of the learning process;
- Lectures with debate;
- Group or individual research work;
- Discussion and critical analysis of problem situations posed by students;
- Participant observation in primary school + one week of co-operative intervention;
- Co-operative reflection and analysis of pedagogical actions developed in school;
- Use of the moodle platform as a common resource where relevant information is made available within the scope of the subject and a communication network is built to feed the learning processes.
- Co-operative management of the learning process;
- Lectures with debate;
- Group or individual research work;
- Discussion and critical analysis of problem situations posed by students;
- Participant observation in primary school + one week of co-operative intervention;
- Co-operative reflection and analysis of pedagogical actions developed in school;
- Use of the moodle platform as a common resource where relevant information is made available within the scope of the subject and a communication network is built to feed the learning processes.
Assessment
From a perspective of assessment for learning, the assessment process includes:
- a dimension of self-regulation by each student supported by work project.
- to accompany the students' work, both orally and in writing, by the teacher of the course and the cooperating teachers;
- production of a portfolio with evidence of the learning process and the work carried out in the schools.
- Co-operative assessment of participant observation and intervention based on the educator's professional performance profile.
Grading: Portfolio grade (60%) + School intervention grade (40%)
Note: Due to its specific nature, this course does not include exams with different evidences
- a dimension of self-regulation by each student supported by work project.
- to accompany the students' work, both orally and in writing, by the teacher of the course and the cooperating teachers;
- production of a portfolio with evidence of the learning process and the work carried out in the schools.
- Co-operative assessment of participant observation and intervention based on the educator's professional performance profile.
Grading: Portfolio grade (60%) + School intervention grade (40%)
Note: Due to its specific nature, this course does not include exams with different evidences
Teaching Staff
Certificações
