IPLUSO 22145

Beginning Practice in Pre-School Education

• ApresentaçãoPresentation

  This unit supports the organization, development and evaluation of Professional Practice, exploring contents inherent to the intervention in Preshool Education (in educational context) and providing the necessary logistics for the access, reception and permanence of students in the institutions. Protocols are prepared with the institutions hosting the students / interns; supervision is carried out with local advisors and, in the end, the assessment of Professional Practic.
• ProgramaProgramme

  Although the contents should emerge from the experiences of Professional Practice, some approaches are considered. The intervention in Pre-School Education: Principles and standards of action Interaction with children and adults present Activities to be developed with children and in the institution Participation in work teams Registration and reflection on Professional Practice, in a dynamic of action/reflection/action Support for the participation and organization of cultural, scientific and pedagogical activities Organization and structuring of the intervention plan of each of the trainees Follow-up of Professional Practice Development of a Portfolio of Professional Practice Listing and selection of institutions for the reception of students applying to IPP Drafting and establishment of Protocols between IPLUSO/ESEL and the institutions Preparation of documents to be completed by students and institutions Formal and formal contacts with institutions. Evaluation of Professional Practice.
• ObjectivosObjectives

  It is intended that the student is able to: characterize and identify the needs and interests of the host institution; characterize and identify the needs, interests and expectations of the target audience with whom one will work; propose viable activities that respond to the needs and interests of the institution / group of children; perform, if possible, the proposed activities; integrate into work teams; record practices and reflect on them, seeking to suggest alternative ways of acting, when necessary; make a critical assessment of its activity, identifying positive and negative aspects and making suggestions / proposals for continuity and change; develop interaction, creativity and sustainability skills; develop a portfolio of the activity developed.
• BibliografiaBibliography

  Almeida, J. & Pinto, J. (2000). A Investigação nas Ciências Sociais Lisboa: Editorial Presença Boutinet, J. (1996). Antropologia do Projecto. Lisboa: Piaget Esteves, A. J. (1986). A investigação-acção. In A. S. Silva, & J. M. Pinto, Metodologia das Ciências Sociais (pp. 251-278). Porto: Afrontamento. Fortin M. (1999). O Processo de Investigação, da concepção à realização. Loures: Lusociência Many, E, & Guimarães, S. (2006). Como Abordar... A Metodologia de Trabalho de Projecto. Porto. Areal Editores  Quivy, R. & Campenhoudt, L. (2016). Manual de Investigação em Ciências Sociais. Lisboa:Gradiva Sanches, I. (2001). Comportamentos e Estratégias de Actuação na Sala de Aula. Porto Editora. Sanches, I. (2005). Compreender Agir Mudar Incluir: da investigação acção à educação inclusiva. Revista Lusófona de Educação, 5, 127-142. Sanches, I. (2011). Do ‘aprender para fazer’ ao ‘aprender fazendo’: as práticas de Educação inclusiva na escola. Revista Lusófona de Educação, 19, 135-156.
• MetodologiaMethodology

  Methodologies centered on "learning by doing" make the student the center of learning. Thus, the teacher appears as the mediator between the knowledge (the contents) and the different forms of access to the same, expressed in the methodologies.
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  3
• NaturezaNature

  Mandatory
• EstágioInternship

  Sim