| Code |
12151
|
| Year |
2
|
| Semester |
A1
|
| ECTS Credits |
42
|
| Workload |
E(600H)/OT(60H)
|
| Scientific area |
Formação de Professores de Física e Química
|
|
Entry requirements |
-
|
|
Learning outcomes |
- Articulation of skills acquired in scientific, pedagogical and didactic frameworks with teaching practice;
- Development of skills in the fields of observation, evaluation and integration of knowledge in an inter- and
transdisciplinary perspective;
- Contribution to the interaction between the school and its environment.
At the end of the curricular unit the student should be able to
1. apply the appropriate methodologies and strategies of teaching and learning;
2. reflect on the organization and functioning of the classroom, of the school and of the education system;
3. mobilize the didactic and scientific knowledge for the teaching practice;
4. search, organize and synthesize information;
5. communicate science in the written and oral forms, using the proper terminology from the scientific and
didactic points of view.
|
|
Syllabus |
Professional practice
- Analysis of curriculum guidelines
- Planning of curricular units
- Development of teaching practice in the classroom, including definition of strategies, creation of teaching resources, assessment and critical reflection
- Participation in management bodies and extracurricular activities
Investigation work
- Identification and description of a research problem/topic
- Elaboration of an intervention plan, explaining the data collection instruments and their analysis methods
- Implementation of the planned intervention
- Preparation of the Internship Report
|
|
Main Bibliography |
J Amado [coord.] (2013). Manual de investigação qualitativa em educação. Coimbra: Imprensa da Universidade de Coimbra
R C Bogdan, S K Biklen (1994). Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Porto: Porto Editora
A Fontes, I R Silva (2004). Uma nova forma de aprender ciências: a educação em Ciência/Tecnologia/Sociedade (CTS). Porto: Asa Editores
J Osborne, J Dillon [eds.] (2010). Good practice in science teaching: what research has to say, 2nd ed. Maidenhead, Berkshire: Open University Press
R Sagor (2011). The action research guidebook: a four-stage process for educators and school teams, 2nd ed. Thousand Oaks, California: Corwin Press
F Vieira, M A Moreira, I Barbosa, M Paiva, I S Fernandes (2010). No caleidoscópio da supervisão: imagens da formação e da pedagogia, 2.ª ed. Mangualde: Edições Pedago
Programas e Metas Curriculares de Físico-Química (Ensino Básico), Física, e Química (Ensino Secundário) do Ministério da Educação e Ciência----
|
|
Teaching Methodologies and Assessment Criteria |
During STP, students must attend classes of the collaborating teacher.
For each student, at least 3 Physics lessons and 3 Chemistry lessons from the 3rd cycle of basic education and 3 Physics lessons and 3 Chemistry lessons from secondary education will be attended, preferably of 90 minutes.
An Internship Report must be prepared in accordance with the model proposed by DC.
|
|
Language |
Portuguese. Tutorial support is available in English.
|