Practicum Report

Recommended Prerequisites

N.A.

Teaching Methods

The Final Report of Practicum is a written work, individual and unique, in which the trainee is asked to demonstrate skills of critical analysis and reflection based in his experience in Practicum.

The teaching method is a process of monitoring / guidance tutorial by the faculty supervisor.

This report is still a part of a development theme issue, which must be proposed by the in-service student to his teacher mentor, chosen based on their interests or difficulties during the school year, in teaching practice.

We assumed the problem solving as teaching method of the development of this theme.

Learning Outcomes

This task, due at the end of the year, but that should be worked along that integrates the transverse dimension of professional ethics, particularly with regard to the ability to reflect by the in-service student. Examining the path set for itself at the beginning of the school year and the developed work, it is expected that the student is able to produce a structured reflection and solidly based on the path you have traveled, constituting a moment of synthesis.

The Practicum Report is a written work, individual and unique, in which the trainee is asked to demonstrate skills of critical analysis and reflection based on the experience of the Practicum, with presentation and public discussion.

Work Placement(s)

No

Syllabus

This document should focus on:

- reflexivity over student work, specifically within the two dimensions described in Practicum Guide (Teaching-Learning Activities and Ethical-professional attitude) revealing the ability to read reality and to question it well as the demand for an intervention / transformation justified and substantiated

- the integration of scientific knowledge in the analysis of situations and / or problem the reasons and / or review of options and strategies taken by the in-service student or others to change the reality experienced

- consistency, accuracy and clarity throughout the content and form

- the uniqueness of your training path, in the relationship between initial expectations context and their living conditions, the work developed and the results obtained - by the students, the class and by de in-service-student

- a future perspective on professional development.

Head Lecturer(s)

Elsa Maria Ferro Ribeiro Silva

Assessment Methods

Evaluation
This report, and in academic terms, equivalent to a dissertation follows a specific evaluation process, translated in the following reference: Content and Structure 2 values; Context of Practice 3 values; Reflective Analysis 6 values; Deepening of topic / issue 6 values; Presentation and Discussion of the Report 3 values : 100.0%

Bibliography

Albuquerque, A. & Graça. A. (2000). A aula planeada, a percepção da aula realizada e a aula observada. Revista Horizonte, 16(41), 34-39

Bogan, R. e Biklen, S. (1994). Investigação Qualitativa em Educação. Porto, Porto Ed. Damas, M. J. e Ketele, J. M. (1985). Observar para avaliar. Coimbra: Edições Livraria Almedina.

Flores, M. A. (2000). Indução ao ensino – desafios e constrangimentos. Lisboa: Ed. Inst. de Inovação Educacional

Moreira, J. (2010). Portefólio do professor reflexivo. Porto: Porto Ed.

Silva, E. & Neves, C. (Abril/Maio 2009). Qualidade pedagógica: Perspectivas de quem ensina e de quem aprende. Artigo do X Congresso da Sociedade Portuguesa de Ciências da Educação, Bragança, Portugal

Silva, E. e Nobre, P. (Abril/Maio, 2008). Perfil do professor de Educação Física. Artigo do IX Congresso da Sociedade Portuguesa de Ciências da Educação. Lisboa, Portugal

Silva, E., Fachada, M. e Nobre, P. (2001). Guia de Estágio Pedagógico 2011-2012 [Doc. de Apoio]. Coimbra: FCDEF-UC.