Theories and Models of Teacher Training
2nd Cycle Studies - Mestrado
Theories of Learning and Teaching Models Educational Assessment.
Lectures and group assignments. Use of audio-visual and IT resources.
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.
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.
1 - Research on teaching and teachers’ training
1.1. Paradigms of research in teaching.
1.2. Models of teachers’ training.
1.3. Models of analysis of training practices.
2 – Modalities of training and assessment
2.1. Contextualization of continuous teachers’ training.
2.2. Modalities of continuous teachers’ training.
2.3. Models of training assessment.
3 – Reflective teachers’ training
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.
Synthesis work: 25.0%
Mini Tests: 75.0%
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.