Teaching and learning methodologies

Code:

MEAC16_3

Acronym:

MEA

Keywords
Classification	Keyword
OFICIAL	Teacher Training

Instance: 2025/2026 - 1S

Active?	Yes
Responsible unit:	Department of Public Health and Forensic Sciences, and Medical Education
Course/CS Responsible:	Academic and Clinical Education

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MEAC	9	Current Studies Plan	1	-	6	42	162

Teaching language

Portuguese

Objectives

The diversity of teaching methodologies developed along this Curricular Unit aims to contribute to a training practice theoretically grounded, giving privilege to different times of individual and collective reflection around issues involving the work of the professionalas related to their work contexts. To this end, the lectures are a theoretical introduction to help define conceptual issues and discuss some of the main approaches of teaching and learning methodologies. Such a theoretical framework becomes subject of questioning to be by students, according to their experiences and expectations in training work. Additionally, the use of different activities is aiming to diversify the modes of apprehension of knowledge. This means that the teaching methodologies are not only focused on transmission of theoretical contents, integrating also a praxiological dimension of work, which is considered crucial as a condition to develop training program.

Learning outcomes and competences

1. Read, study and analyse reference texts, in teaching and learning domain, related to curricular unit syllabus; 


2. Promote and participate in study cases and intervention projects related with teaching and learning methodologies;


3. Promote and participate in discussions, face to face or in e-learning platforms, about relevant teaching and learning relationship issues;


4. Participate in seminars related to specific themes on teaching and learning methodologies domain;


5. Write texts, individually or in groups, that constitutes both the memory of students learning situations and the repository of students study projects and students reflection projects.   

Working method

Presencial

Program

1. Instructional paradigm: Assumptions and implications;


2. Learning paradigm: Assumptions and implications;


3. Communication paradigm: Assumptions and implications.

Mandatory literature

Trindade, R; A autoaprendizagem no ensino superior e a aprendizagem baseada na resolução de problemas: Perspetivas e questões, Revista Lusófona de Educação, 27, 43-57., 2014

Complementary Bibliography

Bruner, Jerome ; The culture of education, London: Univ. Press, 1996
Trindade, R; O Ensino superior como espaço de formação: Do paradigma pedagógico da aprendizagem ao paradigma pedagógico da comunicação., In Leite, Carlinda (Org.), Sentidos da pedagogia no Ensino Superior (75 – 98). Porto: CIIE / Livpsic. , 2010
Trindade, R e Cosme A; Educar e aprender na escola: Questões, desafios e respostas pedagógicas, Gaia: LivPsic, 2010
Trindade, R; Os benefícios da utilização das TIC no Ensino Superior: A perspetiva docente no E-Learning , Educar em Revista, Número Especial 4/2014, 211-, 2014

Teaching methods and learning activities

Lectures; debates face to face or throuhg virtual platafforms ; works of individual and group reflection; research papers and study cases. Evaluation processus will be the result of the such activities analysis. So, is an evaluation distributed without final exam review. Evaluation protocol should be presented to students after the discussion of curricular unit program.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Participação presencial	30,00
Trabalho escrito	70,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Estudo autónomo	120,00
Frequência das aulas	42,00
Total:	162,00

Eligibility for exams

The evaluation process will be the result of several activities. So, is an evaluation distributed without final exam review. Evaluation protocol should be presented to students after the discussion of curricular unit program. 

Calculation formula of final grade

The ealuation process will be the result of several activities. So, is an evaluation distributed without final exam review. Evaluation protocol should be presented to students after the discussion of curricular unit program.