Internship supervision and tutoring seminar

Recommended Prerequisites

Theorectical, methodological and praxiological scientific knowledge, 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. A culture of learning between peers and between students and teachers is also fostered, through weekly internship meetings, for discussion of ongoing activities, for sharing experiences and for clarifying doubts.

Learning Outcomes

This curricular unit aims to provide training and proper supervision for the development and execution of the project and internship report. Monitoring is carried out according to each intership project, and aims to ensure the acquisition of knowledge and competences that enable the development of the intervention project, ethically correct and within the expected time and in accordance with the tipology of the reiceving institution.

Specific competences; at the end of this cu student is able to:

- support theoretically an internship/intervention project;

- use appropriately intervention methodologies and techniques;

- apply ethical procedures associated with education/training intervention.

Transversal competences:

- communicate accurately and clearly with the scientific and educational community and society in general, using various media;

- work as a team member.

Work Placement(s)

No

Syllabus

Given the nature of this curricular unit, its contents are intrinsically linked to the activities, interests and options of each student.

- Definition of general standards and procedures for the performance of an internship.

- Rules for the preparation of the internship project, including the definition of general and specific objectives, as well as the anticipation of potential strategies for evaluating the intervention.

- Instruments and resources for the development of needs diagnoses, depending on contexts and specific audiences.

- Material and virtual devices for systematic observation of educational situations involving adult audiences.

- Ethical and ethical principles in professional practice.

- The educational intention of any intervention strategy, which implies a systematic work of knowledge, implementation and evaluation of people/groups and contexts.

- Requirements for communication in science, both for the scientific community and for society at large.

Head Lecturer(s)

Albertina Lima Oliveira

Assessment Methods

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

Bibliography

Alcoforado, L. (2022). Contributos para um modelo de formação de educadores e formadores de adultos enquanto agentes de transformação social, In A. Loureiro e P. Feliciano (Orgs.), Educação de Adultos, perspetivas e associativismo (pp. 150-161). APEFA.

Amado, J.(Coord.). (2017). Manual de Investigação Qualitativa em Educação. Impr UC.

Evans, R., Kurantowicz, E., & Lucio-Villegas, E.(Eds.)(2022). Remaking Communities and Adult Learning. BRILL/ESREA.

Merrill, B., Nizinska, A., Galimberti, A. & Vieira, C. C. (Eds.) (2020). Adult education as a resource for resistance and transformation: Voices, learning experiences, identities of student and adult educators. FPCE-UC e CEAD.

Nikolić, T., Bulajić, A., & Vieira, C. C.(Eds.) (2020), Navigating through contemporary world with adult education research and practice. Univ.Belgrade.

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