2025
Supervised Teaching Practice in Portuguese and English
Name: Supervised Teaching Practice in Portuguese and English
Code: PED14737M
48 ECTS
Duration: 30 weeks/1248 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Sustainable Development Goals
Learning Goals
O1-To develop the integration in professional practice of multiple fundamental knowledge (in particular: teaching area, specific didactics, educational training);
O2-To contact directly with the teaching practice of Portuguese and English in the 3rd CEB and ES, including the opportunity to teach sequences of the programs of these subjects in the mentioned teaching cycles;
O3-To develop the ability to identify and analyze the learning revealed by students, recognize their most common problems and difficulties and envision ways to contribute to overcoming them;
O4-To develop the ability to reflect in a critical and grounded way, in conjunction with research in/on practice:
O5-T develop autonomy and the ability to work collaboratively with peers;
O6-To develop a reflective attitude, promoting a grounded professional development, a process in which research skills in/on practice are essential.
O2-To contact directly with the teaching practice of Portuguese and English in the 3rd CEB and ES, including the opportunity to teach sequences of the programs of these subjects in the mentioned teaching cycles;
O3-To develop the ability to identify and analyze the learning revealed by students, recognize their most common problems and difficulties and envision ways to contribute to overcoming them;
O4-To develop the ability to reflect in a critical and grounded way, in conjunction with research in/on practice:
O5-T develop autonomy and the ability to work collaboratively with peers;
O6-To develop a reflective attitude, promoting a grounded professional development, a process in which research skills in/on practice are essential.
Contents
C1- Dimension of teaching and learning development
C2-Dimension of participation in school and relationship with the community
C3- Professional, social and ethical dimension
C4- Dimension of professional development throughout life
C5- Research in/on pedagogical practice.
C2-Dimension of participation in school and relationship with the community
C3- Professional, social and ethical dimension
C4- Dimension of professional development throughout life
C5- Research in/on pedagogical practice.
Teaching Methods
This curricular unit is annual (100h of contact in the 1st semester; 240h of contact in the 2nd semester). students will be involved in participant observation, aiming at a deeper understanding of the context in which the intervention will later take place. The 2nd semester. consists of teaching sequences of classes in 3rd CEB and ES classes.
The activities involve pedagogical practice, professional learning in conjunction with the themes to be worked on in the development of the curriculum, autonomous study and reflective practice based on field notes or diaries and participatory discussion between peers. students can integrate into the life of the host institutions of this initiation to practice. Knowledge and mobilization of research, namely the design and implementation of research projects in and about practice, aim at professional development based on and in close connection with research. The stated methodologies aim at deep articulation with the pedagogical model.
The activities involve pedagogical practice, professional learning in conjunction with the themes to be worked on in the development of the curriculum, autonomous study and reflective practice based on field notes or diaries and participatory discussion between peers. students can integrate into the life of the host institutions of this initiation to practice. Knowledge and mobilization of research, namely the design and implementation of research projects in and about practice, aim at professional development based on and in close connection with research. The stated methodologies aim at deep articulation with the pedagogical model.
Assessment
Formative assessment is preferred, being attended by students and supervisors in supervisory cooperative moments, culminating in the STP Report, supported by the Guidelines for Assess. of STP.
Summative assess. has two components: Class. performance in STP developed in schools -65 %; Class. resulting of the appreciation by a jury of both the STP Report and its public discussion-35 %
Summative assess. has two components: Class. performance in STP developed in schools -65 %; Class. resulting of the appreciation by a jury of both the STP Report and its public discussion-35 %
Certificações
