1.To ensure teaching moments mobilizing scientific knowledge in the area of teaching, didactics and education in general in the context of 3rd cycle of basic education;
2. To make decisions related to educational practice in a reflective and investigative approach;
3. To plan educational situations aligned with the formal 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 the diversity among students, in order to achieve relevant learning;
5. To develop assessment procedures, promoting the regulation of learning processes and assessment of results;
6. To promote collaborative work processes, with the school and wider educational communities;
7. To structure reflection procedures that facilitate the critical analysis of the intervention, arguing logic of understanding and improvement of education.
1. Planning of the educational process in 3rd 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, classroom dynamics 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 on Informatics Education III involves intervention in context of 3rd 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 Masters of UAc. This UC will also include theoretical and theoretical-practical sessions for the design 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 IFP 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). 7.º Ano - Aprendizagens Essenciais - 3.º Ciclo do Ensino Básico. Tecnologias da Informação e Comunicação. Ministério da Educação https://www.dge.mec.pt/sites/default/files/Curriculo/Aprendizagens_Essenciais/3_ciclo/tic_3 c_7a_ff.pdf
Direção Geral da Educação (2018). 8.º Ano - Aprendizagens Essenciais - 3.º Ciclo do Ensino Básico. Tecnologias da Informação e Comunicação. Ministério da Educação https://www.dge.mec.pt/sites/default/files/Curriculo/Aprendizagens_Essenciais/3_ciclo/tic_3 c_8a_ff.pdf
Direção Geral da Educação (2018). 9.º Ano - Aprendizagens Essenciais - 3.º Ciclo do Ensino Básico. Tecnologias da Informação e Comunicação. Ministério da Educação https://www.dge.mec.pt/sites/default/files/Curriculo/Aprendizagens_Essenciais/3_ciclo/tic_3 c_9a_ff.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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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.
Pedro, A., Piedade, J. & Matos, J. F. (2019). Cenários de Aprendizagem na Formação Inicial de Professores de Informática. Revista Lusófona de Educação, 45, pp. 219-234
Spedding, T. (2020). Stories of Supervision. Education Sciences, 10 (93). Doi: 10.3390/educsci10040093
Tsortanidouhttps, X; Daradoumishttps, T. & Barberáhttps, E. (2021). A K-6 computational thinking curricular framework: pedagogical implications for teaching practice. Interactive Learning Environments, ahead-of-print, 1-21. https://doi.org/10.1080/10494820.2021.1986725
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