| Code |
12189
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| Year |
2
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| Semester |
A1
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| ECTS Credits |
42
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| Workload |
E(600H)/OT(60H)
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| Scientific area |
Formação de Professores de Filosofia
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Entry requirements |
The credits (60 ECTS) corresponding to the first two semesters of the course are required.
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Mode of delivery |
Pedagogical Practice.--
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Work placements |
The UBI has protocols concluded with cooperating schools in the region to ensure pedagogical practice to the number of vacancies approved.--
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Learning outcomes |
This CU aims to: encourage the student's personal and professional development through an introduction to professional practice, develop scientific and pedagogical-didactic competences specific to the teaching and learning of philosophy in secondary education, articulate scientific, pedagogical-didactic and social competences with practice in the classroom and in the school context. The final aim is to involve the trainee in the spectrum of professional, personal, social and civic responsibilities expected of teachers, to foster an attitude of research in the specific field of philosophy teaching in secondary schools, as well as to promote a critical and reflective attitude towards the challenges, processes and performances of everyday professional life.
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Syllabus |
The contents of the course are directly related to the development of the PES, essentially considering the articulation of the competences acquired in the scientific, pedagogical-didactic and social domains with teaching practice, as well as the preparation of the Internship Report. This depends on the research and reflection on problems in the pedagogy and didactics of philosophy teaching in secondary education that the student develops from an action-research perspective with relevance to the final work to be presented.
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Main Bibliography |
Alarcão, I. (2013). Formação reflexiva de professores. Porto: Porto Editora.
Estrela, A. (2001). Investigação em educação: Métodos e técnicas. Lisboa: Educa.
Fernandes, D.; Neves, A.; Campos, C.; Conceic¸a~o, J. M. & Alaiz, V. (1994). «Portfolios: para uma avaliação mais autêntica, mais participada e mais reflexiva». In Pensar avaliação, melhorar a aprendizagem. Lisboa: Instituto de Inovação Educacional.
Hoz, G. V. (org.) (1991). Enseñanza de la Filosofía en la educación secundaria. Madrid: Ediciones Rialp.
Izuzquiza, I. (2012). Educació per a la ciutadania y els direts humans. Materia per al professorat. Madri: Anaya.
Marnoto I. (coord.) (1989,1990). Didáctica da Filosofia I-II, Lisboa: Universidade Aberta.
Moreira, J. (2010). Portefólio do Professor. O portefólio reflexivo no desenvolvimento profissional. Porto: Porto Editora.
Tozzi, M. (2007). De la parole à l’écriture: Ateliers d’écriture en France, au Portugal et au Maroc. Paris: L’Harmattan.
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Teaching Methodologies and Assessment Criteria |
The curricular unit will be assessed in accordance with the PES parameters, set out in a specific document assessed by the CCC and approved by the Internship Committee, and cumulatively with the public defence of the Internship Report.
The final assessment of performance in the Internship is the result of the arithmetic mean of the PES and the public presentation and defence of the Internship Report.
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Language |
Portuguese. Tutorial support is available in English.
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