Thematic Seminars in the field of Teacher Training II

Recommended Prerequisites

none

Teaching Methods

Presentation and discussion of topics.

 Assessment

Literature research work on a topic to choose within the taught modules (A, B or C), with a maximum length of 15 pages.

Learning Outcomes

To deepen scientific knowledge on various topics and to develop the capacity for critical analysis and intervention in contexts of education and training in order to carry out research projects particularly in the relationship between teacher training and professional development and evaluation in education, educational policies and communication and media.

 Skills

 1 – To understand the key evaluative paradigms as well as the components and modalities of the evaluation process and, promoting knowledge and critical reflection of the conceptual research matrix in the evaluation of teacher performance and the external evaluation of the school.

2 – To develop the ability to reflect on the social and educational impact of the media, promoting the recognition of the importance of media literacy and the role of schools and teachers in promoting media literacy for the exercise of a responsible and participatory citizenship.

 3 – To develop the capacity for critical analysis of the effects of social, political and organizational contexts for the development of a quality, equitable and excellence school, in a time of change and uncertainty.

Work Placement(s)

No

Syllabus

Module A - EVALUATION IN EDUCATION

A.1-Introduction to evaluation in education
1.1-Generations and evaluation paradigms
A.2 Evaluation of teaching and learning
2.1. - Components and methods of assessing
2.2- The construction of evaluative frameworks

A.3 Evaluation of teacher performance (ADD)
3.1 Evaluation concept and models
3.2 Items of teacher performance evaluation
3.3 Research conceptual matrix in evaluation of teacher performance
A. 4 Evaluation of schools
4.1 Relationship between the external evaluation and self-assessment
4.2 Methodology and framework for the external evaluation of schools
4.3 Results and trends of external evaluation between 2006-2010

Module B – EDUCATION, COMMUNICATION and MEDIA

B.1. Different approaches to the field of intersection between education and media
1.1. The media education and media literacy
1.2. National and international guidelines under media education.
B.2. Social and educational impact of the media
2.1. Evolution of theories and studies on the impact of the media
2.2. The media and the representation of reality
B.3. Social and educational challenges associated with new information and communication technologies.
3.1. Access to information and knowledge
3.2. New contexts and forms of communication
3.2.1. Opportunities and risks - the case of cyberbullying.

Module C – EDUCATIONAL POLICIES

C1-Education, diversity and social justice
1.1-Equity, social inequalities and school inequalities: conceptual reflection
C.2-Equity, excellence and educational reforms: political and educational organizations
2.1. - School and educational quality: the issue of indicators
C.3 Educational change and micro policies of school life: leadership and teaching / learning professional contexts
3.1-Leadership and equity
3.2- Teachers’ practices and attitudes

Head Lecturer(s)

Ana Maria Magalhães Teixeira Seixas

Bibliography

Barreira, C., Bidarra, G. Vaz-Rebelo, M. P. (2011). Avaliação externa de escolas: do quadro de referência aos resultados e tendências de um processo em curso. Revista Portuguesa de Pedagogia, Homenagem ao Professor Doutor João José Matos Boavida, Extra-Série, 81-94.

Callister, T. A. Jr. (2000). Media literacy: On-ramp to the literacy of the 21^st century or cul-de-sac on the information superhighway. In A. Pailliotet, P. Mosenthal (Eds.), Reconceptualizing literacy in the media age (pp. 403-420). Oxford: Elsevier Science, Sec. IV.

Carlsson, U., Tayie, S., Jacquinot-Delaunay, G., & Tornero, J. M. P. (Eds.) (2008). Empowerment through media education an intercultural dialogue. Göteborg: The International Clearinghouse on Children, Youth and Media, UNESCO, Dar Graphit, Mentor Association.

Costa, N. et al. (2011). Avaliação do desempenho docente: compreendendo a sua complexidade para a tomada de decisões fundamentadas na Investigação. In Actas do 2º Congresso Internacional de Avaliação em Educação (versão CDrom). Braga: Universidade do Minho.

CyberTraining: Taking action against cyberbullying – A training manual. eBook disponívelem http://www.cybertraining-project.org/book.

Duru-Bellat, M; Van Zanten, Agnes (2009) Sociologie du système educative. Les inegalités scolaires. Paris PUF

Flores, M. A. (2010). Avaliação de professores numa perspectiva internacional: sentidos e implicações. Porto: Areal Editores.

Gonnet, J. (2007). Educação para os media: As controvérsias profundas. Porto: Porto Editora.

Hargreaves, A.; Lieberman, A.; Fullan, M.; Hopkins, D. (Eds.), (2010) Second International Handbook of Educational Change ; Springer

Matos, A. P. M. (2006). Televisão e violência. (Para) Novas formas de olhar. Coimbra: Almedina.

OECD (2009) Creating Effective Teaching and Learning Environments First results from Talis, OECD Publishing

Pinto, J. & Santos, L. (2006). Modelos de avaliação das aprendizagens. Lisboa: Universidade Aberta.

Scheerens, J; • Luyten,H; vvan Ravens, J (eds) (2011) Perspectives on Educational Quality Illustrative Outcomes on Primary and Secondary Schooling in the Netherlands, New York, Springer

Seabra, T (2009) Desigualdades escolares e desigualdades sociais, Sociologia, problemas e práticas, n.º 59 pp. 75-106

Sebastião, João (2009), Democratização do Ensino, Desigualdades Sociais e Trajectórias Escolares, Lisboa, Fundação Calouste Gulbenkian.