Supervised Teaching Practice - Portuguese and Latin
Code
722160086
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Linguística
Credits
45
Weekly hours
2
Teaching language
Portuguese
Objectives
a) To apply scientific, pedagogical, didactic and methodological knowledge when defining, managing and evaluating curricular guidelines and pedagogical practices in teaching Portuguese and Latin.
b) To apply the knowledge and skills acquired within the scope of educational methodology and research (transversal across both languages didactics and education subjects) to the observation of classes taught by teacher trainers and to the planning, teaching and evaluation of both languages classes.
c) To promote the development of innovative pedagogical and methodological practices.
d) To develop an understanding of pupils in school, their similarities and differences, particularly in terms of their needs, their behaviour, motivation and levels of attainment.
e) To develop an informed and critical reflection on the educational context both of Portuguese and Latin.
f) To relate the formative, reflective, research dimensions with the activity of both of Portuguese and Latin teacher.
Prerequisites
Subject matter
a) Observation and analysis of pedagogical contexts.
b) Practical application of Portuguese and Latin curricula and syllabus.
c) Planning and teaching lessons and sequences of lessons.
d) Adapting teaching approaches to the educational context and individual needs of learners.
e) Critical evaluation, development and practical application of teaching materials and resources.
f) The cultural and intercultural dimension in Portuguese and Latin education.
g) Citizenship education in relation to Portuguese and Latin teaching-and-learning.
h) Designing and implementing pedagogical activities and projects.
i) Assessment for learning, including diagnostic, formative and summative assessment.
j) Team-working, collaboration and networking.
k) Reflective practice and self-evaluation.
l) Intercultural citizenship education.
m) The ethical construction of the teaching profession.
Bibliography
Bronckart, J.-P. (2016). Projets denseignement et capacités dapprentissage. Lexemple de la langue maternelle. In: Pourquoi et comment devenir didacticien? (p. 105-122). Lille: Presses Universitaires du Septentrion.
Cerqueira, Luís (1993). Do Latim como forma de prazer. Clássica, Boletim de Pedagogia e Cultura, 19. Lisboa: Colibri/DEC, FLL, pp. 55-63.
Jabouille, Victor (1993). Eu, Professor de Latim: hoje e amanhã. Clássica, Boletim de Pedagogia e Cultura, 19. Lisboa: Colibri/DEC, FLL, pp. 37-54.
Jabouille, Victor (1992). Subsídios para uma bibliografia da Didáctica das Línguas Clássicas. Lisboa.
Leurquin, E., Coutinho, M. A. & Miranda, F. (orgs). (2015). Formação docente. Textos, teorias e práticas. Campinas, SP: Mercado de Letras.
Silva, J., Assis, J. e Lopes, M.-A. (orgs). (2011). Linguagem e discurso em práticas formativas e profissionais. Scripta, vol. 15, n. 28.
Teaching method
The construction of the teaching profession develops within an approach that aims at promoting critical thought and reflective skills in articulation with a methodology of ´learning by doing´ in Schön´s words, without losing sight of the research dimension. Teacher training supervision is to be developed in an instructive, collaborative and reflective perspective and should lead to a reflection on the teaching process and professional and personal development open to innovatinand transformation.
Evaluation method
Continuous evaluation in a formative and summative assessment respecting all the work done within the scope of the Supervised Teaching Practice. The percentages of evaluation are established in a meeting with school supervisors and are available in the files of intermediate evaluation (formative) and final evaluation (summative) used by external supervisors.