Training Trainers and Teachers

Recommended Prerequisites

Theory and curriculum development, educational assessment, learning theories and teaching models.

Teaching Methods

Presentation of topics, group discussion, autoscopy, pedagogical simulation. Audiovisual and computer resources.

Learning Outcomes

We aim to introduce science education students in the field of research and intervention of trainers and teachers’  training, having as general objectives that they know the organizational models of the area of trainers and teachers’  training, training frameworks, as well as the development of pedagogical and relational skills needed for their action as trainers.

At the end of this unit students should be able:

i) To understand and critically analyze systems for trainers and teachers’ training, from the perspective of frameworks, processes and methods of training optimization;

ii) To adopt points of view appropriate to their potential role as future trainers;

iii) To use a wide range of methods and techniques, including expositive sessions and discussion of themes, planning and presentation of modules, as well as preparation preparing and presentation of educational simulations.

Work Placement(s)

No

Syllabus

Introduction: Analysis and discussion of the concepts of training, training of trainers and training of teachers.

1 Trainers’ Training

1.1 Legal and referential framework and skills profile

1.2 Forms and dimensions of training

1.3 Methodologies and instructional strategies

2 Teachers’ Training

2.1 Initial training: from the reform of the 70s to the impact of the Bologna Process

2.2 Continuing education: characteristics and forms of training. The role of the Centros de Formação de Associação de Escola

2.3 Specialized Training

3 Training schemes and its impact on educational and training performance

3.1 Training frameworks: the confluence of guidelines, directives and expertise

3.2 Methodologies and training tools: their preparation and validation

3.3 Organization of training circumstances: the dialectic between thought and action.

 

Head Lecturer(s)

Maria Helena Lopes Damião Silva

Assessment Methods

Continuous evaluation
Pedagogical simulation exercises : 30.0%
Frequency: 70.0%

Final evaluation
Exam: 100.0%

Bibliography

Anderson, L., & Krathwohl  (Eds.). (2001). A taxonomy for learning, teaching and assessing: New York: Longman.

Bidarra, M. G. (2004). Modo(s) de trabalho pedagógico: O grau de transmissividade das práticas de formação.  Psychologica, Número Extra-Série, 417-437.

Cochran-Smith, M. et al. (Eds). (2008). Handbook of research on teacher education: Enduring questions in changing contexts. London: Routledge, Taylor & Francis and ATE.

Damião, M. H. (1996). Pré, inter e pós acção: Planificação e avaliação em pedagogia. Coimbra: Minerva.

Estrela, M.T. (2002). Modelos de formação de professores e seus pressupostos conceptuais. Revista de Educação, 11(1), 17-29.

Formosinho, J. (2009). Formação de professores: Aprendizagem profissional e acção docente. Porto: Porto Editora.

Instituto para a Qualidade na Formação (2004). Guia para a concepção de cursos e materiais pedagógicos. Lisboa: IQF.

Le Boterf, G. (2005). Construir as competêncas individuais e colectivas. Porto: ASA.