Supervised Teaching Practice II

Code:

MEBI007

Acronym:

IPP_II

Keywords
Classification	Keyword
OFICIAL	Teacher Training

Instance: 2024/2025 - 1S

Active?	Yes
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	0	MEBI - Study Plan	2	-	30	191	810

Teaching language

English

Objectives

1. To develop competences to plan units of work and teach autonomously;
2. To develop competences for the design of tasks and materials for young learners;
3. To develop reflexivity in relation to developing teaching competences;
4. To develop the ability to theorise one's own practice;
5. To contribute to critical discussion on the work of colleagues;
6. To be able to conduct small-scale action research;
7. To be able to disseminate the outcomes of action research;
8. To demonstrate the ability to write an academic report of their action research.

Learning outcomes and competences

Learning outcomes of the curricular unit:
1. By the end of this course, the students will:
2. be able to plan units of work and teach lessons autonomously:
3. be able to design tasks and materials for the primary classroom;
4. be able to reflect critically on their own teaching competences;
5. be able to theorise their own practice;
6. be able to contribute to critical discussion on the work of their colleagues;
7. have demonstrated their ability to carry out action research within their classroom contexts;
8. have demonstrated their ability to present their research to colleagues;
9. have demonstrated their ability to write an academic report about their action research.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Successful completion of curricular units from Semesters 1 & II

Program

Syllabus:
1. planning and teaching units of work (long, medium and short-term)
2. designing  tasks and materials for the classroom;
3. reflection on critical incidents in teaching practice;
4. conducting action research;
5. disseminating information about action research: process and outcomes;
6. writing a teaching practice report.

Mandatory literature

Bell, J; Doing your research project, OUP, 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
Cryer, P; The Research Student's Guide to Success, McGraw Hill, 2006
Dornyei, Z; Quantitative, Qualitative and Mixed Methodologies, OUP, 2007
Ellison de Matos, M; Developing initial teacher education through action research
Mackey, A. & Gass, S.M; Second Language Research: Methodology and Design, Routledge, 2016
Moreira, M. A; A Investigação acção na formação relexiva do professor-estagiário de inglês, Instituto de Inovação Educacional, 2001
Pinter, A; Children Learning Languages, Palgrave, 2011
Richards, J. & Farrell, T; Professional development for language teachers, CUP, 2005
Richards, J. & Lockhart, C; Reflective teaching in second language classrooms, CUP, 1996
Wallace, M.J; Action Research for Language Teachers, CUP, 1998

Teaching methods and learning activities

The syllabus includes teaching practice in schools, seminars at FLUP, and preparation of the final report. It is intended to encompass the Supervised Teaching Practice which consists of the planning and execution of lessons,  and observation, critical analysis and reflection on the process of teaching, as well as deepen scientific knowledge and teaching competences. Some of these are developed within the practicum in school, others in Seminar and others still during the preparation of the report. The last item is central to the process because it is evidence of the concrete training done and the student’s ability to carry out research in educational settings and propose solutions to the problems detected in practice. This articulates with all the target objectives which constitute the profile of an initial service teacher, combining a sound scientific basis within reflective practice demonstrating an ability to problematize and investigate practice.

The methodology of this UC incorporates a pedagogy of reflective and continues the practices initiated in IPP I which consist of a variety of modes (written and spoken) and patterns (individual, with peers, with cooperating teachers and supervisors from FLUP) of reflection. The focus of reflection is on the students' actual teaching practice and the development of their action research projects.  This is initially guided by the supervision process involving cooperating teachers and FLUP supervisors who draw students' attention to specific aspects of their practice and developing competences. In time, it is hoped that students will become more autonomous and choose their own foci for discussion during tutorials and seminars.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Defesa pública de dissertação, de relatório de projeto ou estágio, ou de tese	10,00
Trabalho de campo	35,00
Trabalho escrito	30,00
Trabalho prático ou de projeto	25,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Apresentação/discussão de um trabalho científico	26,50
Elaboração de relatório/dissertação/tese	274,00
Realização de Estágio	150,00
Trabalho de investigação	230,00
Estudo autónomo	110,00
Frequência das aulas	19,50
Total:	810,00

Eligibility for exams

This UC incorporates the above syllabus in the following distribution of hours:
Teaching practice: 150 hours (42,5 hours of observed lessons + 22.5 hours of lessons given (assessed)a minimum of which 3 hours are observed by the supervisor from FLUP; 37.5 hours pre-observation discussion; 37.5 hours pos-observation discussion).

Seminars at FLUP: 19.5 hours
Tutorials at FLUP: 19.5 hours
O: 2 hours.

Calculation formula of final grade

Assessment: Continuous with no final exam:
Teaching practice - 45%
Seminar: Dialogue journal (written); participation - 20%
Written work (Teaching practice report) - 25%
Defence of teaching practice report - 10%

Internship work/project

An action research project initiated in IPP I, developed and led to its conclusion in IPP II

Special assessment (TE, DA, ...)

N/A

Observations

Students may only do IPP II if they have completed UCs from Semesters 1 & 2.