| Code |
18025
|
| Year |
1
|
| Semester |
S2
|
| ECTS Credits |
4
|
| Workload |
TP(45H)
|
| Scientific area |
Educação
|
|
Entry requirements |
Doesn't exist.
|
|
Learning outcomes |
The aim of this CU is to build a comprehensive and integrative framework for Curriculum Development (CD). At the end of the course, students should be able to:
1. Problematize the concept of curriculum;
2. Know the main paradigms and curricular models;
3. Reflect on the role of the teacher in curriculum innovation, assessment and management;
4. Analyse perspectives for pedagogical intervention, taking as a reference the results of curriculum research and the challenges of contemporary digital education;
5. Plan, implement and evaluate CD projects;
6. Develop and implement innovative, accessible and inclusive digital educational resources promoting learning opportunities for all throughout the life cycle;
7. Plan curriculum assessment strategies;
8. Communicate and support the process and results of their activity;
9. Commit to ethical and deontological principles.
|
|
Syllabus |
1. CURRICULUM AND CURRICULUM DEVELOPMENT
1.1. Fundamental concepts;
1.2. Paradigms, theories and curricular models;
2. SCHOOL AND CURRICULUM
2.1. Curriculum as a project;
2.2. Role of curriculum agents and structures.
3. LEARNING AND CURRICULUM
3.1. Organization and management of learning;
3.2. Differentiation, flexibility and curriculum integration;
3.3. Teaching and learning strategies.
4. PROCESSES OF INNOVATION, EVALUATION AND CURRICULUM MANAGEMENT
4.1. Foundations and practices;
4.2. Curriculum projects;
4.2. Assessment of learning;
4.3. Digital Educational Technologies.
|
|
Main Bibliography |
Chaplowe, S.G. & Cousins, J.B. (2017). Monitoring and Evaluation Training: A Systematic Approach. Thousand Oaks: Sage.
GTI (2005). O professor e o desenvolvimento curricular. APM.
Kelley (2009). The currriculum: Theory and practice. Sage Publications.
Pacheco, J. A. (2019). Inovar para mudar a Escola. Porto Editora.
Roldão, M., & Almeida, S. (2018). Gestão Curricular – Para a autonomia das escolas e professores. Direção-Geral da Educação.
Ruiz, J. M. (2005). Teoria del curriculum: diseño, desarrollo e innovación curricular. Editorial Universitas.
Schmuck, R. A., Bell, S. E., & Bell, W.E. (2012). The handbook of organization development in schools and colleges: building regenerative capacity, 5th ed. EPI.
Syomwene, A. (2020). Curriculum theory. Characteristics and funcions. European Journal of Education Studies 7(1), 326-337.
|
|
Teaching Methodologies and Assessment Criteria |
The teaching/learning activities and pedagogical methodologies are carried out in theoretical-practical sessions (with presentation and discussion of content, resolution and presentation of theoretical and practical knowledge) (40%); participation in learning activities and theoretical-practical exercises applying theoretical and practical knowledge (20%), and construction/analysis of a curricular project in the scientific area of the course, carried out and presented in groups (40%).
|
|
Language |
Portuguese. Tutorial support is available in English.
|