Supervised Teaching Practice I

Code:

MEBI006

Acronym:

IPP

Keywords
Classification	Keyword
OFICIAL	Teacher Training

Instance: 2019/2020 - 2S

Active?	Yes
E-learning page:	http://moodle.up.pt/
Responsible unit:	Department of Anglo-American Studies
Course/CS Responsible:	Teaching English in the 1st cycle of Basic Education

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MEBI	11	MEBI - Study Plan	1	-	6	58,5	162

Teaching language

English

Objectives

1. To develop understanding of the primary school context and the competences required of teachers through direct observation of practices;


2. To develop student-teacher's ability to be a reflective practitioner;


3. To develop competences for classroom observation;


4. To develop abilty to problematise teaching;


5. To understand practitioner research and engage in the intial stages of the research process;


6. To develop competences for planning and giving lessons.

Learning outcomes and competences

By the end of IPP I, students will:

1. be familiar with the primary school context;


2. be aware of the competences needed to teach in this context;


3. have initiated reflective practice and become aware of their ability to reflect;


4. have developed their ability to critically observe;


5. have developed their ability to problematise practice;


6. have initiated an action research project;


7. have a better understanding of theory in practice;


8. have demonstrated their ability to plan lessons and other activities;


9. have become aware of their ability to teach in this context.

Working method

Presencial

Program

1. The primary school context;


2. Reflection and reflective practice;


3. The observation process;


4. Action research in the primary classroom;


5. Planning and teaching lessons;


6. The teaching portfolio;


7. The teaching practice report - content, organisation, contextualisation of the study.
   
   
   

Mandatory literature

Bell, J. ; Doing your Research Project: 4th Edition, Open University Press, 2005
Brown, J. D., & Coombe, C. (Eds.). ; The Cambridge Guide to Research in Language Teaching and Learning., CUP, 2015
Burns, A. ; Collaborative Action Research for English Language Teachers, CUP, 1999
Dornyei, Z. ; Quantitative, Qualitative, and Mixed Methodologies. , OUP, 2007
Mackey, A., & Gass, S. M. ; Second Language Research: Methodology and Design. , Routledge, 2016
Pinter A; Children Learning Languages, Palgrave, 2011
Richards, J. & Lockhart.(; Reflective teaching in Second Language Classrooms, CUP, 1996
Richards, J & Farrell. ; Professional Development for Language Teachers, CUP, 2005
Wallace, M.J. ; Action Research for Language Teachers. , CUP, 1998

Teaching methods and learning activities

 

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Defesa pública de dissertação, de relatório de projeto ou estágio, ou de tese	40,00
Participação presencial	10,00
Trabalho de campo	30,00
Trabalho escrito	20,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Elaboração de projeto	50,00
Elaboração de relatório/dissertação/tese	15,00
Estudo autónomo	52,00
Frequência das aulas	19,00
Realização de Estágio	26,00
Total:	162,00

Eligibility for exams

This UC incorporates the above syllabus in the following distribution of hours:

- Teaching practice: 26 hours = 1.5 hours / 13 weeks (10 hours of observed lessons + 3 hours of lessons (assessed) given by each student, one hour of which is observed by the supervisor from FLUP; 6.5 hours of pre-lesson discussion; 6.5 hours post-lesson feedback);

- Seminars at FLUP: 19.5 hours over 13 weeks;

- Tutorials at FLUP:13 hours;

- O: 2 hours

Calculation formula of final grade

Assessment: Continuous with no final exam:

Teaching practice – 30%

Teaching report (reflection on school context; on the observation process) – 40 %

Seminar component:

Teaching portfolio – 10%
Dialogue Journal (written) via Moodle – 10 %
Participation in FLUP seminars– 10%

Classification improvement

According to FLUP regulations

Observations

Teaching Practice April onwards:

Student-teachers will continue the observation process (synchronous and/or asynchronous lessons according to school circumstances) and school seminars with mentors via videoconferencing.

The three lessons which students will give will consist of full lesson plans and simulations of parts of these lessons for mentors and FLUP supervisors.  Lessons are assessed on planning, performance and critical reflection.