Supervised Teaching Practice in Teaching English in the 1st Cycle of Basic Education II - 1st semester
Code
722160092
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Línguas, Culturas e Literaturas Modernas
Credits
18
Teacher in charge
Carolyn Leslie
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 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 planning, teaching and evaluation of English classes.
c) To promote the development of innovative pedagogical and methodological practices.
d) To apply principles and modes of assessment and to identify assessment objectives
e) To develop the ability to take reflected and sustained decisions.
f) To relate the formative, reflective, research dimensions with the activity of the EFL educator.
Prerequisites
n.a.
Subject matter
a) Practical implementation of the English syllabus for the 1st cycle.
b) Planning and teaching lessons and sequences of lessons.
c) Adapting teaching approaches to the educational context and individual needs of young learners
d) Critical evaluation, development and practical application of teaching materials and resources.
e) The cultural and intercultural dimension in FL education.
f) Assessment for learning in primary.
g) Reflective practice and self-evaluation.
h) Intercultural citizenship education.
i) 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, Practice 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 II).
Evaluation method
Assessment of Practicum II should necessarily include:
a) minimum of 75% participation in the weekly meetings of the Practicum team members;
b) participating in and developing educational activities, according to the educational project of the cooperating institution.
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.