Supervised Teaching Practice in Teaching English in the 1st Cycle of Basic Education I - 2nd semester
Code
722160091
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Línguas, Culturas e Literaturas Modernas
Credits
10
Teacher in charge
Carolyn Leslie, Sandra Jones Mourão
Weekly hours
2
Teaching language
Portuguese
Objectives
a) To apply scientific, pedagogical, didactic and methodological knowledge when analyzing curricular guidelines and pedagogical practices in teaching English to young learners.
b) To employ the knowledge and skills acquired within the scope of educational methodology and research (transversal across FL methodology and education subjects) to the observation of classes taught by cooperating teachers.
c) 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.
d) To develop an informed reflection on the educational context of teaching English to young learners.
e) To initiate pedagogical practice as shared professional action (co-teaching or auxiliary teaching).
f) To relate the formative, reflective, research dimensions with the activity of the foreign language educator.
Prerequisites
n.a.
Subject matter
a) Observation of pedagogical contexts - collecting and analyzing the data.
b) Adapting teaching approaches to the educational context and individual needs of young learners
c) The cultural and intercultural dimension in FL education.
d) Assessment for learning in primary.
e) Reflective practice and self-evaluation.
f) Intercultural citizenship education.
g) The ethical construction of the teaching profession.
Bibliography
Cameron, L. (2014). Teaching Languages to Young Learners. Cambridge: CUP.
Cameron, L. and Penny Mckay (2010). Bringing Creative Teaching into the Young Learner Classroom. Oxford: OUP.
Cave, S. (2010). Practising Modern Foreign Languages in the Primary Classroom. Dunstable: Brilliant Publications.
Johnson, K. and Golombek, P. (2011). Research on Second Language Teacher Education. New York: Routledge.
Kelly, M. et al. (2004). European Profile for Language Teacher Education – A Frame of Reference. Council of Europe. Available at
Pinter, A. (2006). Teaching Young Language Learners. Oxford: OUP.
Vieira, I. and Moreira, M. (2008). Reflective teacher education towards learner autonomy: building a culture of possibility. In M. Raya and T. Lamb (Eds.), Pedagogy for Autonomy in Language Education: Theory, Pratice and Teacher Education. Dublin: Authentik, pp.266-282
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 innovation and transformation.
Formative and summative assessment and evaluation of all the work produced within the teacher training experience (PES I).
Evaluation method
Assessment of Practicum I should necessarily include:
a) observation of 50% of the taught lessons by the cooperating teacher, considering a minimum of 16 hours per week in terms of time to be spent at the cooperating institution;
b) minimum of 75% participation in the weekly meetings of the Practicum team members;
c) participating in and developing educational activities, according to the educational project of the cooperating institution;
d) practice of pedagogical shared professional action.
Further aspects that regulate the organization, management and evaluation process of the Practicum and respective final report are described in FCSH’s internal regulations of the MAs in Education.