Recommended Prior Knowledge

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Objectives

Know the organization of schools
Deepen, in context, the knowledge of curricular documents of 1st CBE and of History and Geography of Portugal (2nd CBE), in conjunction
with the non-disciplinary curricular areas
Understand the specificity of the 1st and 2nd CBE and identify transition strategies between cycles.
Characterize, differentiate and relate the process of teaching a broad range of curriculum subjects and teaching specific disciplines.
Understand the classrooms dynamics where the training takes place.
Design, implement and evaluate appropriate pedagogical interventions from an inclusive education perspective.
Understand pupils’ ways of thinking and difficulties and act accordingly.
Problematize and reflect about situations experienced during training.
Develop an investigative and critical attitude concerning the process of teaching and learning.
Develop a research project about own practice.
Develop autonomy and the capacity to collaborate with peers.

Teaching Methods

The specific methodologies of the course unit are aligned with the principles defined in the ESE/IPS Pedagogical Model, which includes the IPS Guidelines (LOEC), particularly with regard to the promotion of cross-curricular competencies. The specificity of the initial training model is defined by the alternation between teaching practice in the 1st and 2nd cycles (internship), weekly follow-up seminars with the ESE supervisor, and 6 weeks of intensive training at the ESE. The sequence presented in (i) illustrates the general outline of how the internship operates in each semester of the 2nd year:

(i) 1 week at ESE > 6 weeks of 1st CEB internship > 1 week at ESE > 6 weeks of 2nd CEB internship > 1 week at ESE

The internship is thus organized into four periods throughout the academic year, each lasting 6 weeks: 1st cycle; 2nd cycle; 1st cycle; 2nd cycle.

The fact that the first two internships take place one in each cycle ensures that students gain exposure to both cycles and can make an informed choice regarding the cycle in which they wish to carry out their practice-based research project (to be developed during one of the two final internship periods). The training weeks at ESE, as well as the weekly day during the internship when students attend classes at ESE, ensure methodological coherence and well-founded practices, with particular emphasis on the annual follow-up of the course units Research in Pedagogical Practices and Academic Writing, and Assessment Practices and Pedagogical Differentiation. Throughout all weeks of the practicum, the practicum students are accompanied by supervisors (see notes and section 3.3.), who, alongside the work of cooperating advisors, support reflection on practices, particularly regarding planning. Students are organized into pairs, with a collaborative approach to teacher training being emphasized. In elementary schools, each pair works in a 1st or 2nd grade class and a 3rd or 4th grade class. Regarding the secondary school internship, each pair is supported by the cooperating instructors for the two subjects and by two supervisors.

During their teaching practicum in elementary school, each student spends a total of 20 hours per week at the school. In middle school, each student spends 12 hours per week at the school, observing two classes in Portuguese and Portuguese History and Geography. During each internship period-with only the first week devoted to observation and the remaining weeks to teaching practice carried out by the interns-more than 70% of the time is dedicated to independent practice. During these weeks of teaching, students, accompanied by their cooperating advisor, plan lessons, deliver them, and reflect on them. The seminar sessions in this course encourage debate and reflection on cross-cutting themes in teacher education. Tutorial support consists of assistance with studying topics related to classroom teaching practice, based on practical issues and the challenges of lesson planning.

Internship(s)

Não

Syllabus

The contents to be addressed are based around four broad themes:
• The teacher and the school
• Teaching as a relational profession: the pedagogical relationship with the child and the group
• The teacher as curriculum manager
• Educational action: Planning, conducting and evaluating teaching practice in 1st and 2nd cycle classes;
• Analysis and reflection on intervention;
• Problematising teaching practice from an investigative perspective.
The internship takes place either in the 1st cycle (1st or 2nd years and 3rd or 4th years) or in the 2nd cycle, in the Portuguese and History
and Geography of Portugal (5th and 6th years). Students will have the opportunity to carry out an intervention that allows them to collect
empirical data to carry out a research project on practice, either in the 1st or 2nd cycle. This research project is supported by the UC
Research in Pedagogical Practices and Academic Writing and by a supervisor.

Content Explanation

The course Internship in the 1st and 2nd cycles is a privileged space for intervention, sharing, reflection and analysis of practices,
supporting the construction of professional competences that are fundamental to the teaching profession. In this sense, students are
expected to develop competences for the teaching profession both in the 1st cycle, in the various curricular areas of the 1st cycle, and in
the areas of History and Geography of Portugal in the 2nd cycle.
For this learning to occur, the classroom is the privileged place for student’s action and, simultaneously, for the development of reflection
and questioning capacities. In addition to other dimensions, this course, must provide the students with the capacity to, retrospective and
prospective, reflect about their own teaching practices, fostering their personal and professional development.

Methodology Explanation

This course is, at it’s core, a period of teacher training in the 1st and 2ndcycles, organized around three interrelated dimensions: (i)
knowledge of the school and of the classes where the training is developed – the context of training; (ii) planning teaching lessons for the
school classes and reflection about these practices; (iii) understanding of the characteristics and learning styles of pupils of 1st and 2nd
cycles, namely in order to develop a research project focused on their own practice.
In lessons planning, the students should consider and mobilize both the characteristics of the classes where they will teach, and the didactic
knowledge related to the content to be taught. The students’ reflections should be focused on the main activity developed during the
practice and must be oriented towards action and its contextual meaning. Students should not consider the reflections as mere descriptions
of what happened. It is fundamental the confrontation with practice, meaning the identification of what is considered as relevant or
problematic, the interpretation of practice, meaning, the principles and reasons underlying the action and also its questioning and
reconstruction, by mobilizing, namely, didactic knowledge.
The teaching of the course is ensured by a team of supervisors who will support students in the schools where the internship takes place
and at ESE/IPS. In training context students also benefit from the support of cooperating teachers.
The organization of internships, throughout the academic year, gives students the opportunity to develop a research project about their
practice in the context of the 1st or 2nd cycles of basic education. For this, they will have the support of the UC Investigation and
Pedagogical Practice and a project supervisor chosen according to the theme of the investigation.

Responsible Lecturer(s)

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Bibliography

Cosme., A., Dima, L., Ferreira, D. & Ferreira, N. (2021). Metodologias, métodos e situações de aprendizagem propostas e estratégias de
ação - Ensino Básico e Ensino Secundário. Porto Editora.
Cosme, A. (2018). Autonomia e flexibilidade curricular: propostas e estratégias de ação. Porto Editora.
DGE (2018). Ministério da Educação. Aprendizagens Essenciais. https://www.dge.mec.pt/aprendizagens-essenciais
Ferreira, A., & Neves, A. (2015). Avaliar é preciso. Guerra e Paz.
Menter, I. (ed.) (2023). The Palgrave handbook of teacher education research. Palgrave MacMillan.
Roldão, M. C. (2009). Estratégias de ensino. O saber e o agir do professor. Fund. Manuel Leão.
Roldão, M. C. (2003). Gestão do currículo e avaliação de competências. Editorial Presença.
Vieira, R., & Vieira, C. (2005). Estratégias de ensino/aprendizagem. Instituto Piaget.