IPLUSO 22202

Supervised Teaching Practice II - in kindergarten

• ApresentaçãoPresentation

  This curricular unit supports and guides Professional Practice in Pre-School Education. Explores theoretical and practical content of educational intervention in these contexts. Supports the organization, planning, action, evaluation and reflection of educational practice. Educational practice relies on the guidance of educators in educational contexts. This UC is implemented with the preparation of an internship report guided by the ESEL supervisor.
• ProgramaProgramme

  ¿ Current legislation and documents guiding intervention in (suggestion) Pre-School Education in the Portuguese Education System. ¿ Profile, skills and functions of the early childhood educator in pre-school education. ¿ Fundamentals and principles of pedagogy for childhood ¿ Organization and dynamization of the educational environment: spaces, time, materials and group ¿ Educational intention: (i) Observe, listen, record and document; (ii) Plan, act and evaluate; (iii) Communicate and articulate. ¿ Areas of curricular guidelines for pre-school education: Area of ¿¿Personal and Social Training; Expression and Communication Area; World Knowledge Area. ¿ Educational experiences and projects in pre-school education. ¿ Educational continuity and transitions
• ObjectivosObjectives

  Collaborate and act respecting the ideologies and values ¿¿of the cooperating institution. Build and implement curriculum development proposals for pre-school education, using active, participatory and playful methodologies. Plan and intervene in the educational environment, respecting the specificities of the context, the group of children and each child. Observe, evaluate and continually and critically reflect on educational interventions, so that they are integrated, flexible and adjusted to the rhythms, preferences, needs, and potential of each child. Mobilize theoretical knowledge and educational research methods to identify, analyze, plan and intervene in issues arising from practice. Plan and promote a thoughtful, well-founded and ethically situated educational intervention. Build pedagogical documents resulting from educational practice in pre-school education, resulting from the intervention and research process
• BibliografiaBibliography

  Cardona, M. J. et al (2021). Planear e Avaliar na Educação Pré-Escolar. Ministério da Educação, DGE. Ferreira, M., & Tomás, C. (2018). “O pré-escolar faz a diferença?” Políticas educativas na educação de infância e práticas pedagógicas. Revista Portuguesa de Educação, 31(2), 68-84. Oliveira-Formosinho, J., & Formosinho, J. (2017). Pedagogia-em-Participação: a documentação pedagógica no âmago da instituição dos direitos da criança no cotidiano. Em Aberto, 30(100). Oliveira-Formosinho, J., Lino, D., & Niza, S. (2007). Modelos Curriculares para a Educação de Infância-Construindo uma práxis de participação. Porto Editora.
• MetodologiaMethodology

  The teaching and learning methodology was selected to promote the development of skills through problem solving that favor scientific literacy, lifelong learning and the construction of more effective and meaningful knowledge on the part of students. In this sense, Problem-Based Learning (PBL), as it is an educational methodology centered on the student, understands the importance of their protagonism in the construction of their knowledge by being actively involved and participatory throughout its educational process. Therefore, to solve problems, conceptual, procedural, behavioral and research issues are addressed. In the context of an internship in Pre-school Education, the student works in accordance with the cooperating institution and ESEL guidelines, in an experiential learning logic.
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  9
• NaturezaNature

  Mandatory
• EstágioInternship

  Sim