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
Learning objectives of the curricular unit:
* Demonstrating a greater understanding of grammar at text & extended discourse level;
* Reading, understanding and working autonomously with a wide range of texts;
* Identifying different registers and genres\
* Explaining and summarizing texts. * Deducing & discussing effectively a writer's or speaker’s intended purpose & meaning, effectiveness of grammatical structures used, overall efficacy of the text under scrutiny;
* Demonstrating a broader knowledge of the English-speaking world e.g. socio-cultural knowledge, appreciation of cultural diversity, etc
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.
This second semester of Didactics of English Language Teaching deals specifically with the classroom context.
a) To relate the theoretical background of key elements of E.L.T to their practical application in the classroom;
b) To exemplify the practical application of stated course components through the development of pedagogic frameworks;
c) To develop coherent strategies in relation to the planning and delivery of English language classes;
d) To encourage students to critically reflect on all procedures associated with successful classroom management.
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.
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.
To develop students’ critical reasoning so that they can attain better skills as teachers of Portuguese, based on the topics dealt with during the seminar sessions.
- deepen their scientific and pedagogical skills;
- develop investigative attitudes in order to conduct a continuous reformulation of their educational practices and their underlying theoretical foundations;
- systematically and continuously rethink the educational process in general and problematize the practice of teaching English specifically;
- plan didactic units, classes and other activities related to the school context;
- prepare original materials when coursebook materials are considered inadequate;
- critically observe classes of their mentors and fellow student teachers in a systematic way;
- critically evaluate their own classes and other elements related to the educational process;
- develop the capacity to be a reflective teacher.
The ultimate goal is to understand the varied dimensions of an English teacher's work and the responsibility for the inclusive education of students, not only in the teaching of a foreign language and another culture, but also in the mother tongue and their social, cultural and cognitive development.
The C.U. aims to raise awareness among students of the importance of English language teaching for social cohesion in the context of a multicultural and multilingual Europe. The 1st part develops knowledge of background papers, draws attention to the need for a harmonious first contact of students with foreign languages, capitalizing on previous knowledge, and provides a reference to the varieties of English as a focus of discussion on cultural diversity.
The 2nd part promotes reflection on structuring concepts of intercultural education and skills that students should acquire (and later promote) to be intercultural citizens (e.g. awareness of the existence of the Other, tolerance and empathy, ability to discover and interact, reflect and evaluate critically).The 3rd part stresses the importance of collaborative learning (as a form of respect for the perspectives of the Other) for the analysis of existing materials for intercultural education and creating new material.
The main aims are:
1) to develop students' awareness of pedagogic grammar and an understanding of how to apply this knowledge in the classroom;
2) to anticipate and discuss learner difficulties in the areas specified in the programme below, and consider appropriate strategies for dealing with these problem areas;
3) to analyse national programmes for the teaching of English in relation to the content areas of this course;
4) to encourage students to reflect on their teaching contexts and relate theory to practice.
The emphasis in both semesters will be on improving and perfecting one's mastery of the English language by studying & practising its use for the teaching context. By the end of the 2nd semester, students should: (1) Have studied & practised various grammatical constructions/syntactic structures which form part of the schools syllabus. (2) Have discussed possible difficulties school pupils might have and errors they might commit with the above grammatical areas. (3) Have considered the differences between spoken & written grammar, with relevance to the school teaching situation. (4) Have continued to improve command ofgrammatical accuracy with the classroom situation in mind. (5) Have disussed when & when not to correct errors in spoken & written discourse. (6) Have practised pronunciation & pronunciation-teaching techniques, including revising the Phonemic Alphabet. (7) Be able to deploy a wide range of vocabulary effectively for appropriate school-based contexts. (8) Have continued to practise & improve correction techniques and strategies, partly through class checking of colleagues' work.