Theorias and Models of Teacher Training

Recommended Prerequisites

Theories of Learning and Teaching Models

Educational Assessment

Teaching Methods

Lectures and group assignments. Use of audio-visual and IT resources

Learning Outcomes

This unit is taught in three modules, by the teachers Graça Bidarra (Module I), Carlos  Barreira (Module II) and Teresa Pessoa (Module III), and presents “teacher’s training” as a branch of knowledge, research and practice. Thus, this unit approaches the conceptual and methodological guidelines that shape the disciplinary matrix of teacher education, the different categories of research in this field and the training and assessment models.

Students should:

1. critically analyse the main paradigms of research on teaching and teachers’ training;

2. understand training modalities and assessment models;

3. know different strategies of the reflective approach in teachers’ training.

Work Placement(s)

No

Syllabus

Module 1 - Research on teaching and teachers’ training ( teacher: Graça Bidarra)

1.1. Paradigms of research in teaching.

1.2. Models of teachers’ training.

1.3. Models of analysis of training practices.

Module 2 – Modalities of training and assessment (teacher: Carlos Barreira)

2.1. Contextualization of continuous teachers’ training.

2.2. Modalities of continuous teachers’ training.

2.3. Models of training assessment.

Module 3 – Reflective teachers’ training (teacher: Teresa Pessoa)

3.1. Reflection, education and training: expressions and implications.

3.2. Times, Narratives, Cases, Stories.

3.3. Reflective educational strategies: cases, diaries, autobiographies and portfolios.

Head Lecturer(s)

Maria Graça Amaro Bidarra

Assessment Methods

Assessment
Exam (100%) or Test (75%) + Synthesis work (25%): 100.0%

Bibliography

Bidarra, M. G. (1996). Orientações paradigmáticas na investigação sobre o ensino e formação de professores. Revista Portuguesa de Pedagogia, 30 (3), 133-163.

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 hanging contexts. London: Routledge, Taylor & Francis and ATE.

Houston, W. R. (Ed.) (1990). Handbook of research on teacher education. N. York : Macmillan

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

Pessoa Mendes, T (2001). Aprender a pensar como professor: Contributo da metodologia de casos na promoção da flexibilidade cognitiva. Tese de doutoramento não publicada. Coimbra: Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra.