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General information

Code:
16637
Main Scientific area:
  • Professional Practice
Regime:
Yearly
ECTS:
45
Teaching type:
Presential
Language of instruction:
 



Contact Hours

Autonomous work:
665  hours
Classes:
435  hours  -  Internship
120  hours  -  Seminar
40  hours  -  Tutorials

Objectives of education

The objectives of this course unit presuppose the training of reflective and autonomous professionals, who are able to deepen into their action and to promote education with a humanistic and democratic orientation, which promotes of educational success. The modules contents provide conceptual, methodological and axiological references current (of the fields of didactics and teaching area) that support the student in the critical analysis of the contexts of intervention and in the design, development and evaluation of a project of supervised educational intervention that gives rise to the final report of the internship. This course unit is based on a multidisciplinary training that integrates and problematizes different dimensions of teaching and seeks to promote the articulation theory-practice and research-teaching, preparing the student for an informed, deliberate, critical, innovative and adjusted to the contexts.

Key learning outcomes

- To problematize contexts, discourses, contents, resources and strategies of education in Visual Arts, articulating conceptual, methodological and axiological references relevant to their understanding;
- To implement, at the level of conception, development and assessment, projects of educational intervention in Visual Arts education, in articulation with the specific situational variables of the contexts of professional practice;
- To mobilise relevant disciplinary, pedagogical and investigative skills for the implementation of projects of educational intervention in Visual Arts education;
- To mobilise reflexive, self-directed and creative/innovative competences, in the framework of a research and collaborative orientation of the personal and professional development process.

Program summary

1. Classroom Observation and Project Design
1.1. Reflective teaching and perspectives of education in Visual Arts
1.2. Classroom observation; Construction of pedagogical projects
2. Pedagogical Intervention
2.1. Reflective teaching and perspectives of education in Visual Arts in the development and evaluation of pedagogical projects
3. Seminars on Teaching Area
3.1. Issues and current prospects in Visual Arts Education
3.2. Resources, strategies and innovation in Visual Arts Education

Essential bibliography

Assis, M., Gomes, E. X., Pereira, J. S., & Pires, A.L.O. (Orgs.) (2017). 10x10_Ensaios entre Arte e Educação. Fundação Calouste Gulbenkian.

Eisner, E. (2008). O que pode a educação aprender das artes sobre a prática de educação. Revista Currículo Sem Fronteiras, 8(2), 5-17.

Estrela, A. (1994). Teoria e prática de observação de classes. Porto Ed.

Stake, R. (2009). A arte da investigação com estudos de caso. Fundação Calouste Gulbenkian.

Vieira, F., Moreira, M. A., Barbosa, I., Paiva, M., & Fernandes, I. S. (2010). No caleidoscópio da supervisão: Imagens da formação e da pedagogia. Pedago.

Teaching methods

A reflective and experiential teaching and assessment methodology is adopted, which integrates diversified professional learning tasks: guided research; observation and analysis of educational contexts and practices; design, development and assessment of a pedagogical intervention project; preparation of an internship portfolio; self/co-evaluation; preparation of the final project report (defended in public examinations). The project has a central role and is supported by the formative tasks. It is developed in the practicum schools and supervised by the university supervisor and the cooperating teacher, developed in the latter’s classes and in the teaching levels of the study cycle.

Assessment methods

The assessment of learning, essentially continuous and formative in nature, follows the principles of transparency, participation and negotiation, based on criteria directly associated with the nature of the work developed and the expected learning outcomes. The final assessment integrates the work of the seminars and the pedagogical practice (50%), as well as the final report (50%). The quality of the training is assessed within the general coordination of the Practicum, ensured by a Coordinator appointed by the Scientific Council of the Institute of Education, and within the scope of the Steering Committee of the course.