1. To ensure teaching moments mobilizing scientific knowledge in the area of teaching and didactics of informatics and education in general in pre-school or 1st cycle of basiceducation.
2. To take decisions on 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 and respectful of thediversity among children, in order to achieve relevant learning.
5. To develop assessment procedures, which promote the regulation of learning processes and the assessment of results.
6. To promote collaborative work with the school and wider educational communities.
7. To structure procedures for reflection, facilitating the analysis of the intervention, arguing logic of understanding and improvement of education.
1. Planning the educational process in early childhood education and 1st cycle of basic education in the area of informatics (curriculum theory, guiding documents, educationalpriorities, components and articulation of educational options).
2. Educational action in the context of the classroom (curriculum development in situations previously planned or occasional, operationalization of methodologies, dynamics ofthe classroom activities 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 I involves intervention in educational context preschool or 1st cycle of basic education, a total of 110 contact hours, which involveteaching in real situations, according to the Regulation of Pedagogical Internships of Teaching Masters of UAc. This UC will also include theoretical and theoretical-practicalsessions for the design and analysis of teaching sequences, teaching materials and for reflection on the work implemented and moments of tutorial guidance, for clarification ofstudents. Seminar time will be devoted to the analysis of the educational contexts, the preparation of the Individual Formative Project and the preparation of the IFP EvaluationReport.
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 (2016). Iniciação à Programação no 1.º CEB - Linhas Orientadoras para a Robótica. https://www.erte.dge.mec.pt/sites/default/files/linhas_orientadoras_para_a_robotica.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.
Hijós, A.Q. (2020) Teoría Educativa Sobre Tecnología, Juego y Recursos En Didáctica De La Educación Infantil. Prensas de la Universidad de Zaragoza.
Lopes da Silva, I. (Coord.); Marques, L.; Mata, L.; & Rosa, M. (2016): Orientações Curriculares para a Educação Pré-Escolar. Lisboa: Ministério da Educação.
Lucena, F.J.H.; Núñez, J.A.L.; García, S.A.; & Marín, J.A.M. (2021). Recursos didácticos y tecnológicos aplicados a la educación infantil (EI): Teoría y práctica. Fundación Wolters Kluwer
Ministério da Educação (2018). 1.º Ciclo do Ensino Básico - Orientações Curriculares para as Tecnologias da Informação e Comunicação. https://www.dge.mec.pt/sites/default/files/Curriculo/Aprendizagens_Essenciais/1_ciclo/oc_1 _tic_1.pdf
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