MEG004 - ECTS

Recognizing, identifying and positioning towards the main geographic issues

Assessing the integration of the subject of Geography in the Portuguese educational system

Identifying the main methods for teaching Geography in Portugal

Mobilizing geographical and didactic  knowledge of the professional teacher of Geography for the development of the individual and society

MEFILO001 - ECTS

1.To question specific relationships between ethics and deontology on the contemporary educational field

2.To recognize the complexity of the approached problematic, developing autonomous skills of reflection, intervention and research

3.Develop skills of analysis and critical thinking around educational problematic of otherness

4.Develop skills of analysis and critical thinking around educational problematic of otherness

5.Recognizing and valuingthe relational dimensionof the pedagogical relation as an enhancing space of human development.

6.To understand the scientific basis, the political purposes and the ethical demands of the educational deontology

 

MEG007 - ECTS

- Complementing, reinforcing and strengthening the basic academic education in Geography, focusing the necessary knowledge to the teachers of Geography in basic and secondary education

- Improve the knowledge of specific entities, symbols and methods of Physical Geography;

- Improve the understanding of fundamental and basic theoretical principles;

- Enhance agility in the analysis of statistical and documental information, cartography and bibliography;

- Practice the application of concepts, principles and methods seized in new situations, exercising the capacity to synthesize information;

- Understand the specificities of biogeophysical characteristics of Portugal;

- Perform independently and in groups, the interpretation of Geosystems causal relationships on several spatial and temporal scales of analysis.

MEG001 - ECTS

1. To describe and compare some of the main theories on cognitive, moral, and psychosocial development, with relevance for education and teaching.

2. To define the concept of learning and indicate the generic characteristics of the main psychological approaches to this topic.

3. To compare and contrast some of the most important theories related with intelligence and learning styles.

4. To identify theoretically and empirically grounded strategies and procedures that teachers can adopt to promote more efficient learning on the part of students.

5. To compare and contrast the main aspects of some of the most important theories on motivation.

6. To describe the appropriate principles for classroom management that can prevent misbehaviour and promote a learning environment.

MEG003 - ECTS

The syllabus is based on the guidelines, programs and curricular goals established for the teaching of Geography in basic and secondary education. Within the accomplishment of the main purpose of complementing, reinforcing and strengthening the academic knowledge acquired by students during their basic course, it is intended to achieve the following objectives:

- Complementing, reinforcing and strengthening the basic academic education in Geography, focusing the necessary knowledge to the teacher training of Geography in basic and secondary education;

- Enhancing the localization and diversity of geographic distributions and the understanding of the multiscale spaces of spatial relationship;

- Selecting knowledge, methodologies and techniques of geographic localization and interpretation appropriate to the representation of space at different scales.

MEG005 - ECTS

Intervening in a responsible way, individually and collectively, in curricular, school and classroom management.

Communicating in an accurate and assertive way within different work contexts.

Understanding and integrating knowledge, skills and geographic instruments relevant to geographic education.

Assessing and processing curricular, didactic and scientific information.

Mobilizing the theoretical-methodological acquisitions to practice the teaching of Geography.

Transforming complex problems within Geography in contents that are understandable to pupils of basic and secondary education.

Producing, developing and assessing instruments and activities to teach Geography.

MEG002 - ECTS

Expressing, orally and in writing, correctly, exactly and fluently, accurately and timely incorporating the geographic terminology and didactics.

Processing the curricular and didactic information appropriately, demonstrating accuracy and critical mind.

Researching, organizing and processing relevant and updated curricular, didactic and geographic information, in various, appropriate and reliable sources.

Discussing the didactic concept in Geography.

Interpreting, correctly and thoroughly, the Curricular Guidelines/Syllabus, Goals and different didactic approaches.

Developing and operationalizing plans for different themes and teaching-learning levels.

Exploring and conceiving resources for the teaching-learning of Geography.

Developing and operationalizing assessment instruments for different topics and teaching-learning levels.

Developing reflective self-assessment practices for teaching excellence.

Teamwork, sharing ideas and fulfilling their responsibilities.

MEG009 - ECTS

MEG008 - ECTS Appropriate use of terms and concepts; Contextualization of reference information on the corresponding principles and theories; Selection of the most appropriate scale of analysis to a given situation; Comparison of processes, mechanisms, outcomes and solutions in changing situations; Searching relevant and updated information in several appropriate and reliable sources; Expressing oneself in the mother tongue, orally and in writing, with accuracy, precision and fluency, while being transparent as sender and attentive and flexible as receiver; Proper and reflexive implementation of approaches to the knowledge in Human Geography, incorporating the essence of life-long learning; Express sensitivity regarding Human Geography  issues while engaging in assignments to be carried out.

MEG013 - ECTS

1. To characterise the different stages of a research project: the choice of topic, the literature review, the delimitation of the object of study, the definition of the research questions, the choice of a research design, data collection, data analysis, and the presentation of the conclusions.

2. To identify and describe the different strategies in educational research.

3. Conduct a research project:

   3.1. Prepare the project;

   3.2. Design a questionnaire and test it;

   3.3. Write the study’s report;

   3.4. Present the research work publically.

4. Develop competences in group work.

5. Develop competences in written and oral skills.

 

 

 

 

MEH014 - ECTS

The course unit, by introducing an holistic perspective on the Portuguese education system, aims to critically reflect on the teaching and learning process and provide future teachers with the ability to the scientifically and pedagogically rationalize, systematize and steer their activities.

Future teachers need a consistent theoretical basis that enables them to develop research on the educational field, where many black boxes persist.

The programme aims to introduce reflection on several themes, such as the construction of modern educational systems, the current political debates on education and their unmeasured social, technical and economic impact, impact the organization of school institutions, the prescriptive and theoretical curriculum, the status and role of the student nowadays and the teacher professionalism. The approach to these themes intends to identify the main lines of the evolution of the Portuguese educational system.

The subject’s main goals are:

- to analyze the historical and political process of construction of contemporary educational systems;

- to understand the diversity of models and variables in school organization and management and their impact on the quality of educational practices;

- to analyze the diversity of orientations in curriculum theory and development and their impact on professional practices and learning outcomes;

- to identify the curriculum components (objectives/competences, contents, strategies and evaluation) in their relevance for the efficacy of the real curriculum.

- to understand the processes, contents, skills and means to foster teachers’ professionalism;

- to develop attitudes of reflection and scientific research.

 

MEG016 - ECTS

Main learning outcomes within this curricular unit:

1. Deepen and consolidate knowledge, skills and specific attitudes of the teaching-learning practice for constructing a professional identity.
2. Develop the scientific and pedagogic-didactic skills of postgraduates;
3. Establish in a coherent way an articulation between theory and practice, between General Educational Training, the specific disciplinary area(s), the Specific Didactic(s) and teacher practice;
4. Develop capacities and attitudes leading to a reflective professional performance that is problematizing, critical and in permanent refinement;
5. Analyse, in a reflective way, the experiences implemented in each Internship;
6. Conduct research works - action - reflection that are susceptible of application in the teaching disciplinary area(s).

MEG014 - ECTS

Recognize the use of ICT as a key resource in the teaching-learning process

Choose, from the different electronic repositories, relevant information to the teaching of Geography

Distinguish the different " Hardware" types and its applications

Differentiating different operating systems.

Use content availlable in the  Web.2.0

Manage information in shared services (cloud servers)

Use additional content provided by publishers

Produce content presentations

Select educational electronic games

Edit and produce educational content images and videos

Assess the availability of resources and technology-based tools for teaching Geography

MEG015 - ECTS Recognize the use of ICT as a key resource in the teaching-learning process..

Stimulate the students to use the geographic knowledge and the based thechnology tools for construct teaching resources.

Identify and distinguish the different tools linked with the technologies.

Build a "Wiki" to the menageament of the syllabus.

Use the most relevant web tools to produce online and physical resources.

Develop methods and tools of non presencial teaching.