Pedagogical Training I

Objectives

1.Undertake teaching practice in Preschool using scientific knowledge in the areas of teaching and education in general.

2. Take decisions on educational practice in a reflective and investigative approach.

3. Plan educational situations with the curriculum and appropriate to the context.

4. Implement educational practices in a flexible manner, managing (un)foreseen situations, in an ethical and deontological environment the respects children’s specificities, aiming to promote relevant learning.

5. Develop assessment procedures that promote the regulation of the learning processes and the analysis of achieved results.

6. Undertake processes of collaborative work within and beyond the school community.

7. Take on procedures that facilitate reflection and critical analysis on teaching practices, aiming to improve education.

Program

Considering that this curricular unit (UC) concerns an internship, the syllabus approaches the processes inherent to students' performance in:

1. Planning the educational process in preschool education (implying the knowledge of the official curriculum documents, curricular theory, educational priorities, components and articulation of educational options);

2. Educational action (implying contextual decision making, the operationalization of methodologies, classroom activities and interactions);

3. Evaluating the actions developed (implying mastery of concepts and procedures of formative assessment and reflection-on-action).

Teaching Methodologies

The practical nature of this UC implies a strong immersion and intervention in preschool educational context, with 230 hours of contact. Tutoring hours (40 hours) will be used to support the students in educational context analysis and lesson planning tasks, as well as to promote reflection and critical analysis on students’ practice. Seminar time (45 hours) is dedicated to further promote the analysis of educational contexts, the integration of educational choices and the definition of further action.

The organization and functioning of this course will follow the UAc's regulation on Teaching Practices.

Bibliography

Altet, M. (2000). Análise das Práticas dos Professores e das Situações Pedagógicas. Porto: Porto Editora

Lopes da Silva, M.I. (1997). Orientações Curriculares para a Educação Pré-Escolar. Lisboa: Editorial do Ministério da Educação.

Ministério da Educação (1996). Educação Pré-Escolar em Portugal. Lisboa: Editorial do Ministério da Educação.

ME (1998). Qualidade e Projecto na Educação Pré-escolar. Lisboa: Editorial do Ministério da Educação

Portugal, G. & Laevers, F. (2010) Avaliação em Educação Pré-Escolar. Sistema de acompanhamento das crianças. Porto: Porto Ed.

Saracho, O.N & Spodek, B. (2003). Recent Trends and Innovations in the Early Childhood Education Curriculum.

Early Child Development and Care, 173 (2-3), 175-183.

Vasconcelos, T. (Coord.) et al (2011). Trabalhos por Projetos na Educação de Infância: Mapear Aprendizagens, Integrar Metodologias. Lisboa: DGIDC/MEC

Zufiaurre, B. & Gabari, M.I. (2002). Didáctica para Maestras. Madrid. Editorial CCS