| Code |
18030
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| Year |
2
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| Semester |
A1
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| ECTS Credits |
60
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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 |
Completion of the first year of the master's degree.
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Learning outcomes |
It is intended to:
1. Stimulate the student's personal and professional development through Introduction to Professional Practice (IPP);
2. Develop scientific and pedagogical-didactic skills specific to teaching and learning philosophy in secondary education;
3. Articulate scientific, pedagogical-didactic and social skills with practice in the classroom and in the school context;
4. Involve the trainee in the spectrum of professional, personal, social and civic responsibilities expected of the teacher;
5. Promote the attitude of research and pedagogical innovation in the specific scope of teaching philosophy in secondary education;
6. Promote a critical and reflective stance in relation to the challenges, processes and actions of daily professional life;
7. Encourage the student's educational organization within the scope of teaching practice;
8. Meet the requirements of the standards and principles of inclusive education.
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Syllabus |
1. Introduction to Professional Practice (IPP)
1.1. Organization and management of teaching and learning
1.2. Participation in school
1.3. Pedagogical innovation
1.4. Relationship with the community
2. Portfolio – organization of teaching practice
3. Internship report – investigation and reflection on pedagogical and didactic problems of teaching philosophy in secondary education
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Main Bibliography |
Alarcão, I. (2013). Formação reflexiva de professores. Porto: Porto Editora.
Aprendizagens Essenciais da Filosofia, MEC (2018).
Duarte, M. D. (1982). Objetivos, estratégias e avaliação no secundário – o exemplo da filosofia. Lisboa: Livros Horizonte.
Estrela, A. (2001). Investigacão em educação: Métodos e técnicas. Lisboa: Educa.
Fernandes, D.; Neves, A.; Campos, C.; Conceição, 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.
Osborne, J., Dillon, J. (eds.) (2010). Good practice in science teaching: what research has to say, 2nd ed. Maidenhead, Berkshire: Open University Press.
Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO). MEC (2017).
Sandoval, M. et al. (2019). Educación inclusiva y atención a la diversidad desde la orientación educativa. Editorial. Madrid: Síntes.
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Teaching Methodologies and Assessment Criteria |
The grade to be attributed to the Pedagogical Internship is the result of the grade obtained in the Pedagogical Internship activities at the
School (50% of the grade) and the grade obtained in the public exams when presenting and defending the same (50% of the grade). When calculating the classification obtained in the Pedagogical Internship activities at School, the following criteria and respective weighting are considered: Teaching practice, which includes the organization and management of teaching and learning, participation in the school, pedagogical innovation and relationship with the community (80%) and preparation of Portfolio (20%). The sum of each of those involved in the process is governed according to the following weightings: Cooperating Advisor – 60%; UBI Advisor – 40%.
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Language |
Portuguese. Tutorial support is available in English.
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