IPLUSO 25607

Supervised Teaching Practice 1 - 1st Cycle

• ApresentaçãoPresentation

  This Course Module forms part of the 1st Cycle of Studies in Education, contributing to initial teacher training through the development of skills in observation, analysis, intervention and reflection on educational practices. Its scope focuses on the areas of a teacher's professional practice, integrating pedagogical principles, innovative methodologies and supervised teaching practices in a real-world context. The module promotes a critical understanding of teaching and learning processes, the use of digital resources, the design of educational environments and participation in communities of practice. Its relevance stems from the need to prepare future teachers to respond to contemporary challenges in schools, ensuring a solid, contextualised training programme that is aligned with the quality standards for basic education.
• ProgramaProgramme

  The course content will be based on the educational activities observed, described, analysed, implemented and evaluated by the Master's students within the context of the 1st Cycle of Basic Education (1.º CEB). 1. Development of the school year in context (1.º CEB). -Strategies for pedagogical differentiation and cooperation. Preparation of teaching and learning sequences -Delivery of teaching and learning sequences -Reflection on teaching sequences .Assessment of pupils' learning .Reflection on pupil assessment 2. Reflection on the integrated and interdisciplinary application of the learning acquired in the various training components, from a scientific and pedagogical-didactic perspective, with a view to improving teaching practices within the context of the 1st CEB. 3. Organisation of the Supervised Teaching Practice (Portefolio) 4.Preparation of the Supervised Teaching Practice I Report, underpinned by relevant scientific, pedagogical and research literature.
• ObjectivosObjectives

  1.Know the context and the problems of the 1st CEB; 2.Interact pedagogically with teachers from recruitment group 110 and other groups or subject areas in collaborative or co-operative work. 3. Design and use teaching and learning resources appropriate to the 1st CEB. 4. 5. Select and use teaching and learning methods and techniques appropriate to the 1st CEB. 4. Develop competences to act as education professionals, namely: observe and analyse contexts and situations; plan actions appropriately; develop coherent and reasoned work strategies; evaluate the results achieved. 6. Carry out a (self) evaluation of their performance, from a perspective of reflection on action. 7. To adopt a reflective, critical and inquisitive approach to educational practices, using reflective and focused writing, with a view to personal and professional development 8. Articulate and apply the knowledge worked on in the UC Seminar of PES Follow-up.
• BibliografiaBibliography

  António, A. (2020). Matemática. Arte. Emoção. Amazon Arends, R. (2021). Aprender a Ensinar. McGraw-Hill de Portugal. Costa, A. P. (2023). Qualitative Research Methods: digital tools open promising trends?, Revista Lusófona de Educação, 59, 67-76 67 Ferreira, M. E. R. & Dias, H. (2018). Uma experiência na formação de futuros professores: aprender sobre ambiente através do ensino das ciências. Revista electrónica de investigación en educación en ciências, 13, 29-46 Fonseca, G. & Ponte, J. P. (2023). O estudo de aula sobre o ensino da matemática do 1CEB Revista Latinoamericana de Investigación en Matemática Educativa, 25(2), 223-246 ME (2017).Perfil dos alunos à saída da escolaridade obrigatória. ME NCTM (2007). Princípios e normas para a matemática escolar. APM Sousa, A.(2003). Educação pela arte e artes na educação. Piaget Paixão, F.(2006). Educação em ciência, cultura e cidadania. Alma Azul Rebelo, D. et al (2020). Fundamentos da didática da língua materna. Un.Aberta  
• MetodologiaMethodology

  Supervised Teaching Practice for the 1st Cycle incorporates innovative methodologies that promote active learning, critical reflection and the link between theory and practice. Students develop projects in real-world contexts, drawing on guided observation, analysis of teaching practices and the use of digital resources that support research and pedagogical documentation. Collaborative strategies are employed, such as co-teaching, co-assessment and participation in learning communities. The oral defence of their work strengthens students' ability to argue a case and provide sound reasoning. These methodologies foster autonomy, professional responsibility and the development of skills essential to the teaching profession.
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  26
• NaturezaNature

  Mandatory
• EstágioInternship

  Sim