Home
Courses
Teaching of Philosophy in Secondary Education
Teacher Training

Teacher Training

Code	18030
Year	2
Semester	A1
ECTS Credits	60
Workload	E(600H)/OT(60H)
Scientific area	Formação de Professores de Filosofia
Entry requirements	Completion of the first year of the master's degree.
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.
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
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.
Language	Portuguese. Tutorial support is available in English.