Educational Project in History II

Recommended Prerequisites

Not applicable.

Teaching Methods

Theoretical and practical course: the teacher presents the contents, answers questions and directs students tasks; students will present and discuss comments and tasks.

Learning Outcomes

The aim is to structure a space where it is possible to monitor the Internship activities, to carry out research in education and in didactics of history and to support the preparation of the Report, seeking that the students are able to
- Design proposals for the didactic treatment of various historical themes (from the selection of contents to the pedagogical resources and design of activities);
- Reflect on learning experiences implemented in the context of internship and its results;
- Develop the ability to mobilize the results of learning experiences developed towrds the improvement of teaching practice in History;
- Encourage teamwork and sharing of results and experiences.

Work Placement(s)

No

Syllabus

1- Internship activities monitoring .
2 - Research in history and didactics of history and historical literacy.
3 - Supporting the Report preparation.

Head Lecturer(s)

Clara Isabel Calheiros da Silva de Melo Serrano

Assessment Methods

Assessment
Presentation of research results; participation in classes: 30.0%
Research work: 70.0%

Bibliography

ASHBY, R, (2010) Understanding historical evidence: Teaching and learning challenges. In Davis, I (ed.) Debates in History Teaching (pp. 144.154), London: Routledge
BARCA, I. (2007). Investigar em educação histórica: da epistemologia às implicações para as práticas de ensino. Revista Portuguesa de História, 39, pp.53.66
BARCA, I. e GAGO, M. (org.) (2006). Questões de epistemologia e investigação em ensino da história. Actas, Braga: Universidade do Minho.
ESTEVES, M. M. (2002). A investigação enquanto estratégia de formação de professores, Lisboa: IIE
LEE, P., (2006). Em direção a um conceito de Literacia História. Educar, pp. 131-150
LEE, P., SHEMILT, D. (2011),The concept that dares not speak its name: Should empathy come out of the closet?. Teaching History, 143, June, pp. 39-49
Metzge, S. A, Harris, L.M. (eds.) (2018). The Wiley International Handbook of History Teaching and Learning. New York: Wiley-Blackwell.