Integration of knowledge for the development of future teacher profession.
Development of an analytical tool to analyze educational situations and promote a reflective teaching practice.
Awareness of the complexity of the teaching role, focusing mainly on the macro level of the educational system.
I - The classroom
1. Individual and group dynamics
2. Representations and expectations in the educational relationship
3. Psycho pedagogical interventions in special cases
II -Class management and discipline
1. Class management elements and dynamics
2. Motivation strategies and discipline
3. Managing conflicts in the classroom
III - Teaching and assessment
1. Effective teaching
2. Teaching strategies, research and cooperation
3. Conceptions and practices of assessment
IV - Personal and professional development teacher
1. From teacher skill to student learning
2. Analysis and practice of communication skills and interpersonal skills
There are no prerequisites.
Generic skills to reach
. Competence in oral and written communication; . Competence in interpersonal relations; . Ethical commitment; . Competence in applying theoretical knowledge in practice; . Planning and managing; . Competence to solve problems; . Competence in working in interdisciplinary teams; . Valuing diversity and multiculturalism; . Adaptability to new situations; . Self-criticism and self-evaluation; (by decreasing order of importance)
Teaching hours per semester
total of teaching hours
Sseminar or study visit
Laboratory or field work
Synthesis work thesis
assessment implementation in 20142015 Assessment Synthesis work: 10.0% Other: 10.0% Laboratory work or Field work: 15.0% Report of a seminar or field trip: 15.0% Frequency: 50.0%
Bibliography of reference
Amado, J. (2002). Indisciplina e violência na escola. Porto. Asa.
Arends, R (2001). Aprender a ensinar. Lisboa. McGrawHill.
Estrela, T (1998). Relação pedagógica, disciplina e indisciplina na sala de aula. Porto. Porto Editora.
Smith, c. e Strick, L. (2001). Dificuldades de aprendizagem de A a Z. Porto Alegre. Artmed.
Spinthall e Sprinthall (2003). Psicologia Educacional. Lisboa. McGrawHill.
Zabalza, M (2003). Planificação e desenvolvimento curricular. Porto. Asa.
class=column grid_10> Introduction to School Reality II ‹ back to study programme Academic year 2013-2014
Será condição preferencial a existência de protocolos com escolas, permitindo o contacto dos estudantes com algumas das suas estruturas e a observar algumas actividades.