1. To ensure teaching moments mobilizing scientific knowledge in the area of teaching, didactics and education in general in 2nd cycle of basic ed.
2. To take some decisions concerning the educational practice in a reflective and investigative approach.
3. To plan educational situations aligned with the curricular guidelines and appropriate to the contexts of intervention.
4. To implement educational practices with flexibility, managing (un)foreseen situations, in an environment guided by ethical and deontological principles, respectful of thediversity among students, in order to achieve relevant learning.
5. To develop assessment procedures promoting the regulation of learning processes and the assessment of results.
6. To promote collaborative work processes, with the school community and with the wider educational community.
7. To structure reflection procedures that facilitate the critical analysis of the intervention, arguing logics of understanding and improvement of education.
1. Planning of the educational process in the 2nd cycle of basic education in the area of Informatics and Information and Communication Technologies (curriculum theory,guiding documents, educational priorities, components and articulation of educational options).
2. Educational action in the classroom context (curriculum development in situations previously planned or occasional, operationalization of methodologies, classroomdynamics and construction of interactions).
3. Evaluation of educational action (concepts and procedures for formative and summative assessment of learning and the ability to reflect on the action).
The Internship in Informatics Education II involves intervention in context of 2nd Cycle of Basic Education, a total of 110 contact hours, which involve teaching in real situations,according to the Regulation of Pedagogical Internships of Teaching Master's Degrees of UAc. This CU will also include theoretical and theoretical-practical sessions for thedesign and analysis of teaching sequences, teaching materials and for reflection on the work implemented and moments of tutorial guidance, for clarification of students.Seminar time will be devoted to the analysis of the educational contexts, the preparation of the Individual Formative Project and the preparation of the PFI Evaluation Report.
Assessment elements:
1) design of an individual intervention project, its monitoring and final evaluation - 15%;
2) performance in supervised teaching, focusing on the relevance of the options taken and its impact on children's learning and reconstruction of educational action - 85%.
Direção Geral da Educação (2018). 2.º Ciclo do Ensino Básico – Educação Tecnológica. Ministério da Educação. Direção Geral da Educação (2018). 5.º Ano - Aprendizagens Essenciais - 2.º Ciclo do Ensino Básico. Tecnologias da Informação e Comunicação. Ministério da Educação:
https://www.dge.mec.pt/sites/default/files/Curriculo/Aprendizagens_Essenciais/2_ciclo/5_tic.pdf
Direção Geral da Educação (2018). 6.º Ano - Aprendizagens Essenciais - 2.º Ciclo do Ensino Básico. Tecnologias da Informação e Comunicação. Ministério da Educação: https://www.dge.mec.pt/sites/default/files/Curriculo/Aprendizagens_Essenciais/2_ciclo/6_tic_2019.pdf
d´Oliveira Martins, G. et al. (2017). Perfil dos Alunos à Saída da Escolaridade Obrigatória (Despacho n.º 6478/2017, de 26 de julho). Ministério da Educação/DGE.
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https://dx.doi.org/10.25757/invep.v10i1.204
Flores, M. A. (2017). Contributos para (re)pensar a formação de professores. In CNE (Ed.), Lei de Bases do Sistema Educativo - Balanço e Prospetiva, Volume II (pp. 773-810). Lisboa: Conselho Nacional de Educação.
Gaspar, M. I. et al. (2019). Supervisão: modelos e processos. Porto: Faculdade de Educação e Psicologia da Universidade Católica Portuguesa.
Piedade, J. & Dorotea, N. (2020). A robótica educacional como recurso pedagógico para aprender programação e desenvolver competências de pensamento computacional: práticas de futuros de informática. In João Batista, Bottentuit Junior, João Manuel Nunes Piedade, Luana Priscila Wunsch & Luciano Frontino de Medeiros (orgs), Formação no Contexto do Pensamento Computacional da Robótica e da Inteligência Artificial na Educação. EDUFMA
Spedding, T. (2020). Stories of Supervision. Education Sciences, 10 (93). Doi: 10.3390/educsci10040093
Stewart, W.H.; Baek, Y.; Kwid, G. & Taylor, K. (2021). Exploring Factors That Influence Computational Thinking Skills in Elementary Students' Collaborative Robotics. Journal of Educational Computing Research, 59(6), p1208-1239. DOI: 10.1177/0735633121992479
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