This study cycle leads to a Masters degree in Teaching English in the First Cycle of Basic Education. The curricular components of this degree focus on the development of the scientific and pedagogic competences required to be a teacher of English within the professional recruitment group 120.
The different components of the Master’s degree aim:
- To ensure that on a professional, social and ethical level, the future teacher adapts to the specificities of the social and educational contexts they may find themselves in, while respecting the ethical and deontological demands of teaching;
- With regard to the development of the processes of teaching and learning, to provide the student with scientific knowledge and methodological competences which may enable them to provide quality teaching which ensures meaningful learning;
- With regard to school participation and the relationship with the community, to develop an understanding of teaching as a global and integrated activity;
- Regarding lifelong professional development, to make initial teacher education the starting point of a journey based on reflection on educational issues and professional practice which responds to individual, institutional or social challenges.
Fields of Specialization
Teacher education for English in the first cycle of basic education, professional recruitment group 120.
Intended learning outcomes (knowledge, skills and competences) to be developed by the students:
- an understanding of the circumstances which have led to the implementation of English in primary schools in Portugal and within the broader socio/political context across Europe;
- an understanding of the primary context and curriculum, and how learning a foreign language is part of a broader, integrated, interdisciplinary approach to education at this level;
- the understanding of what it entails to be a teacher of children and the responsibility to educate the whole child, not only the development of and positive attitude towards the foreign language and other cultures, but of the mother tongue, and social, cultural and cognitive development;
- the skills and competences to design lessons, tasks and materials;
- the ability to conduct practitioner research in the field which may contribute to the scientific knowledge base in this area;
- the ability to critically reflect on key issues in teaching English in the primary context and the impact of this on other cycles of education.
For more information see: Candidate webpage
| Academic Portal
Applications calendar and number of vacancies
1st cycle degree or equivalent plus
Course entry requirements:
In accordance with article 18 of the Decree law nº 79/2014, candidates must have a bachelors degree and have obtained 80-100 ECTS in English studies (a minimum of 36 of which should be in the English language). Candidates must also provide proof that they have reached the C1 level of competence in English language which corresponds to the Common European Framework of Reference scales.
As defined by Decree law 79/2014 of 14 May (altered in Decree law 176/2014 of 12 December) and stipulated in article 17, candidates are required to complete a written test of the Portuguese language and an interview in order to assess their written and spoken competences and suitability for Masters level study.
(According to the fees table U.Porto, a fee will be charged in the amount of ¤ 30 , corresponding to the test of Portuguese.
All interested in applying should take the test regardless of whether or not completed a degree at the time of the test. )
"It was at FLUP that I learned all about CLIL (Content and Language Integrated Learning)* and implemented a CLIL project in a primary school. Learning about CLIL was an eye-opener for me. I realized that children could learn a language better when they were actually learning new content and not just language per se. Children are curious and they need to learn NEW things, not just HOW to say things. Of course they need to “learn” how to say the numbers… but what if they use the numbers in English to learn something else? A game? To solve a problem? I have been able to teach kindergarten children this way, too, which I thought was almost impossible. It’s CLIL that makes it so possible and so successful! I even it included it in my book Let’s Rock, from Porto Editora."(*Content and Language Integrated Learning is a 6ECTS curricular unit on the Master’s in Teaching English in the 1st Cycle of Basic Education.)
Cláudia Regina Leonardo Abreu - Over 20 years' experience in teaching English to young learners. MAs in Teaching English and German in Basic Education; Anglo-American Studies; Teaching degree in English and German for 3rd cycle and secondary (all from FLUP).
"Researching, teaching and presenting the results of my study on Teaching English to young learners with special educational needs at the Faculty of Arts and Humanities of the University of Porto was one of the most enriching experiences of my professional career. The working environment in the Department of Anglo-American Studies is excellent. Cooperation among the teaching staff is constant and their connection with the students leads to lectures where everyone is highly engaged and willing to participate at any time. I was really impressed by the way language teacher education programs were organized. The teaching practice that postgraduate students had to carry out in schools was so well planned and structured that they had many opportunities to interact with language teachers and students in real classroom settings. I returned to my home university with a new perspective on teaching. The experience was so positive (in all respects) that I quickly applied for a second research stay at FLUP to continue learning from this group of superb professors. I am looking forward to coming back soon."
Ignacio Fernández Portero - Full-time lecturer at the Department of English Studies, Teacher Training College, University of Extremadura.
"Este mestrado despertou em mim uma enorme paixão pelo ensino. Além de me ajudar a descobrir as melhores técnicas para ser uma boa profissional, deu-me a liberdade suficiente para construir materiais didáticos recorrendo à minha criatividade."
Daniela Martins - Estudante do Mestrado em Ensino do Inglês no 1º Ciclo do Ensino Básico.
"O Mestrado [em Ensino de Inglês no 1º Ciclo] que fiz na FLUP ajudou-me a vestir mais confortavelmente o meu papel de educadora. De que forma? Compreendendo a urgência de uma boa formação nos primeiros anos de escolaridade, muitas vezes negligenciada no nosso sistema de ensino, para a educação de cidadãos plenos. E compreendendo que exercer uma profissão gratificante e com grande valor social é algo a que podemos realmente aspirar."
Carla Franco - Professora do Grupo 120 (Estudante do MEBI da FLUP 2016-2018)
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