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General information

Code:
13151
Main Scientific area:
  • Education
Regime:
Half-yearly
ECTS:
5
Teaching type:
Presential
Language of instruction:
 



Contact Hours

Autonomous work:
95  hours
Classes:
45  hours  -  Theory Practice

Objectives of education

The syllabus contents are consistent with the objectives and expected learning outcomes for this course unit. In Unit I - Classroom management: contributions from sociology and educational psychology - one can study educational contexts (classroom) taking into account classic and contemporary authors and perspectives. In Unit II - Classroom management: concepts and practices - concepts as communication, interaction, proximity, influence, authority, power, normativism, normative infidelity participation and democracy can be discussed in their intersections. In Unit III - Intervention strategies in the classroom -, through the realization of empirical research work, students should reflexively observe, analyse and interpret current practices and dynamics in the classroom and outline alternative strategies for acting in their professional practice.

Key learning outcomes

- To discuss conceptions and practices of classroom management in light of the contributions of sociology and educational psychology;
- To observe, describe and interpret processes and dynamics of classroom management;
- Design intervention strategies that promote autonomy, participation and empowerment in the classroom;
- To strengthen the capacities of problematization of conceptions, representations and educational practices.

Program summary

1. Classroom management: contributions from sociology and educational psychology
1.1. The classroom as a complex interaction context: theories, concepts and sociological and psychological dimensions of empirical investigation and analysis.
1.2. The classroom as a complex eco-behavioural context.
2. Classroom management: conceptions, objectives, methodologies and practices
2.1. Autonomy, participation and democracy.
2.2. Authority, discipline and power relations.
2.3. Normativism and normative infidelity.
2.4. Communicational processes and patterns.
2.5. Proximity and influence.
2.6. Content and command: The role of non-verbal communication.
3. Intervention strategies in the classroom
3.1. Diagnosis.
3.2. Elaboration of intervention strategies.
3.3. Implementation of the action plan.
3.4. Identification, characterization and analysis of the practical effects of the intervention.

Essential bibliography

Afonso, A. J. (1991). Relações de poder no quotidiano da escola e da sala de aula. Caderno Ciências Sociais, 10/11, 135-55. 

Cosme, A. & Trindade, R. (2013). Organização e gestão do trabalho pedagógico: Perspetivas, questões, desafios e respostas. Mais Educação. 

Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 392-429). MacMillan. 

Gomes, C. A. (2009). Guerra e paz na sala de aula. RCP Ed. 

Lemos, M. S. & Carvalho, M. T. (Orgs.) (2002). O aluno na sala de aula. Porto Ed.

Teaching methods

In this curricular unit, the teaching-learning process will be organized in theoretical and practical work sessions, empirical work carried out by the students under the guidance of teachers, watching videos, exploring pedagogical materials, or listening to the testimonies of more experienced teachers at different stages of their careers.
Given the fact that students are in their practicum year, their experiences in the classroom - as participant observers or protagonists - will also be shared, discussed, problematized and analyzed according to the theoretical concepts explored within the CU.
There will also be opportunities for individual reflections around situations of conflict and/or indiscipline experienced and/or observed in the school/classroom where they are doing their practicum, mobilizing the students' analytical skills, as well as their ability to problematize and identify more effective classroom management processes and strategies in terms of solving or preventing the problems that are on focus.

Assessment methods

The students’ assessment will take into account their capacity to explicit and explain the conceptual fundaments of their work, and the ability to identify, critically analyze and problematize the contextual, individual and/or relational variables that - inside or outside the classroom - contribute to the emergence of conflict situations and/or indiscipline.
The students’ ability to critically analyze the classroom management strategies used in their practices or in the observation of more experienced professionals, the effects of these strategies in the global environment experienced in the class, in the teacher-student relationships, in the conditions created for the normal course of the teaching and learning processes in the classroom, and in the performance, motivation and satisfaction of its protagonists will also be evaluated.
Such competences will be evaluated according to the following products of the work developed by the students: (i) the writing of a critical review of text(s) recommended by the teachers; and (ii) the production of a descriptive analysis and synthesis of their pedagogical and educational lived and/or observed practices, sustained in the conceptual and theoretical knowledge taught and studied throughout the semester.