Project Supervision and Tutoring Seminar

Recommended Prerequisites

Scientific knowledge in the area of research and specific knowledge of the domain of adult education and training and communty intervention, as well as competences of oral communication and academic writing, defined as learning outcomes of the 1st academic year.

Teaching Methods

To achieve the main objective of this curricular unit several methodologies are used, of which we highlight the  tutorial supervision and student presentations of works-in-progress. 

Learning Outcomes

This curricular unit aims to provide training and proper supervision for the development and execution of the project. Monitoring is carried out according to each project theme, and aims to ensure the acquisition of knowledge and competences that enable the project implementation, ethically correct procedures and within the expected time.

Specific competences:

 At the end of this curricular unit student is able to:

- support theoretically the intervention project;

- use appropriately methodological and technical approaches suit for the nature of the project;

- apply ethical procedures and principles associated with the proper exercise of professionalism.

Transversal competences, able to:

- communicate accurately and clearly with the scientific community and society in general;

- research and critically analyze scientific research and production

- work as a team member.

Work Placement(s)

No

Syllabus

- General rules and procedures for carrying out the project.

- Ethical and deontological issues in the design, planning and development of an intervention project.

- Theoretical-methodological requirements to be considered in the elaboration of an intervention project, taking into account the diversity of contexts and purposes in the domain of adult education and training and community intervention.

- From needs analysis in context to the planning and evaluation of projects in the field of adult education and training.

- Doing planning with people and communities for transformative sustainability.

- Structure and requirements for the organization and writing of an academic project report.

- Characteristics of scientific writing and communication for different audiences: scientific community and society in general.

Head Lecturer(s)

Albertina Lima Oliveira

Assessment Methods

Assessment
Presentation and discussion of the work carried out throughout the project process and of the various components of the respective report. : 100.0%

Bibliography

Caffarella,R. S.(2013).Planning programs for adult learners:A comprehensive guide.Jossey-Bass Publ.

Ehrström, P.(2020).Planning with people. In E. Lucio-Villegas, B. Merrill, M. Milana, & H. S. Olesen, Research on the Education and Learning of Adults (pp. 203-214).Brill Sense.

Grummell, B., & Finnegan Doing, F.(2020)(Eds.).Critical and Creative Research in Adult Educ: Case Studies in Methodology and Theory.Brill Sense.

Oliveira,A.L., & Amaral,M.A.F.(2019).A educação de adultos na sociedade contemporânea:Perfil de competências do educador.Educação, 44,1-22.

Soares, M. P., & Melo, A.(2021).O desenvolv local como processo educativo. In A. Melo, L. C., Lima & P. Guimarães (Orgs.), Actualidade da educação permanente (pp. 213-235). APCEP.

Vieira, C. C.(Coord.)(2022).Temas, Contextos e Desafios da Investigação Qualitativa em Educação.Imp UC.

Villas-Boas, S., Oliveira, A. L.,Ramos, N., & Montero, I.(2015). Elaboração de programas intergeracionais. Educação, Sociedade & Culturas, 44, 31-47.