Research Supervision Seminar
Code
722171260
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Linguística
Credits
5
Weekly hours
1.5
Teaching language
Objectives
a) Demonstrate the ability to research and read relevant literature.
b) Demonstrate the ability of relating and articulating concepts and readings with one’s educational experience.
c) Demonstrate critical analysis skills.
d) Display learning and openness to change through a process of reflective thinking.
e) Contribute ethically to the creation of a responsible working atmosphere within one’s group.
f) Master the global organisation of the text displaying coherence.
g) Write in appropriate scholarly style, respecting quotation and bibliographic referencing norms.
h) Write with objectivity, concision and fluency, correctly applying gramar and spelling rules.
Prerequisites
Subject matter
a) The pertinence of the teacher-researcher concept.
b) Educational research methodologies.
c) Research in mother tongue and foreign languages education.
d) Research questions and objectives.
e) Data collection and analysis; presentation and discussion of results.
f) Searching, synthesizing, summarizing and critiquing literatures.
g) Textual organization and planning.
h) Assessment of educational research
Bibliography
Bulea, E. & Bronckart, J.-P. (2010). Les conditions d’exploitation de l’analyse des pratiques pour la formation des
enseignants. In : Linguarum Arena, vol. 1, n° 1, pp. 43-60.
Bronckart, Jean-Paul (2007). Desarrollo del lenguaje y didática de las lenguas.
Buenos Aires: Miño y Dávila.
Teaching method
Presentation and discussion of research questions and issues in foreign language education. Analysis of action research projects and study cases; critical and reflective analysis of the individual research project and of foreign language teaching and learning practice.
Individual and small group tutoring sessions to support the organisation and writing of the report’s chapter.
Evaluation method
Continuous assessment based on practical tasks, tutorials and self-guided learning. Writing a theoretically
sustained chapter of the final report analysing critically teaching and learning processes in articulation with
theoretical assumptions and research/teaching practice outcomes.
A minimum of 70% of sessions’ attendance is required.