Trainers and Teachers Training

Recommended Prerequisites

No knowledge other than that expected from a 2nd year student is required.

Teaching Methods

Face-to-face sessions include both theoretical and practical work, to wit:

- Presentation and exploration of documents (texts, images and video);

- Demonstration of procedures, and presentation of instruments;

- Procedure experimentation and structured analysis.

Autonomous student work throughout the semester:

- Step-by-step development of a learning portfolio (made up of pre-set tasks).

Learning Outcomes

By reference to the syllabus:

1. Acquiring knowledge

- Integrating knowledge in previous schemes of thought

- Retrieving knowledge correctly

2. Understanding knowledge

- Relating aspects of knowledge (new and previous)

- (Re)organising knowledge and giving it a sense/significance

3. Analyse particular issues/documents/situations based on knowledge

- Deconstruct these issues/documents/situations into their main parts

- Discuss these parts in light of relevant knowledge

- Give these issues/documents/situations meaning in order to achieve guiding syntheses.

4. Apply knowledge in concrete circumstances

- Use products of analysis and synthesis to express an opinion and/or perform a specific task

- Check the appropriateness/correctness of the given opinion and/or of the specific task

5. Value knowledge

- Attributing value to knowledge

- Be involved in the appropriation of knowledge.

Work Placement(s)

No

Syllabus

Introduction

- Concept of training

- Role of the graduate in Education Sciences in the framework of training

1. Training of trainers

1.1 Regulatory-legal framework of training of trainers

1.2 Discourses of entities with influence on the training of trainers

1.3 Practices of training trainers

2. Teacher training

2.1 Legal framework for teacher training

2.2 Theoretical framework of teacher training

2.3 Discourses of entities with influence on teacher training

2.4 Practices of teacher training

3. Training organisation

3.1 Trends in training

3.2 Benchmarks of training

3.3 Methodologies and tools for training

3.4 Planning, implementation and evaluation of training

Synthesis

- Concept of training

- Role of the graduate in Education Sciences in the framework of training.     

Assessment Methods

Assessment
Synthesis work: 50.0%
Exam: 50.0%

Bibliography

- Damião, M.H., Bidarra, G. & Festas, I. (2016). Percursos da formação contínua de professores em Portugal. In I. Nascimento, N. Bonfim, A. Melo & L. Moraes (Orgs.) (2016). Formação continuada de professores: múltiplas faces (pp. 83-102). São Luís (Maranhão): EDUFMA.

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

- Instituto de Estudos Sociais e Económicos (2020). Referencial de formação pedagógica inicial de formadores. Lisboa: Instituto de Emprego e Formação Profissional.

- Nascimento, M.A. (1999). Microensino: uma estratégia de formação de professores. Revista Portuguesa de Pedagogia, XXXIII (3), 49-71.

- Seixas, A.; Bidarra, M.G.; Damião, M.H. & Festas, M. I. (2012). A formação inicial de professores nas universidades portuguesas. In M.A. Melo & I.V. do Nascimento (Org.). Licenciaturas: Métodos e práticas em diálogo (pp.137-150). São Luís: EDUFMA.