Contextualization and Professionalization I

Code:

OP105

Acronym:

CP I

Instance: 2011/2012 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Master Degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCED	2	Official Curricular Structure	1	-	6	-

Teaching language

Portuguese

Objectives

Learning outcomes
To recognize in the emergence of the concept of teachers identities crisis itself the fall of modern perspectives about knowledge and social relations

To characterize and to analyse the current state of teachers professional identities in relation with policies and models of teachers training

To identify teachers training perspectives, models and policies relevant to teachers professional identities construction as the subjective dimension of teachers professionalization process

To analyse critically pre-service and in-service teachers training projects and/or discourses as an important component of teachers identities construction


Competencies

To conceptualize, to organize, to manage, to assess and to evaluate, individually or in a team, pre-service and in-service teachers training projects

To assist and to counsel teachers pre-service and in-service training programs and policies

To lead and animate pre-service and in-service teachers training projects, through personal and collective mobilization of teachers, beginner teachers and trainers.

To act in contexts of teacher training (or related contexts) inspired by teacher professional model and by continuous professional development

Program

Presentation

This curricular unit is grounded in two important and nuclear purposes: teachers professionalization depends, in a fundamental part, on its subjective dimension, which corresponds to teachers identities construction to a real social/professional change; in service and pre-service teacher training models and policies are strategic domains to the recognition of teachers activity as a profession and of teachers as professionals
It intends to make available, to discuss and to produce theoretical and conceptual frames that make possible the reconstruction of cognitive maps to think about teachers and their training, aiming the development of abilities of interpretation, analysis and decision making about teacher training
Contents organize around the following dimensions: identity, modernity, teachers’ professional identities construction, identity and teachers’ identity crisis in Portugal and other countries, identity construction and teachers professionalization; teachers as professionals and teachers training models.


Contents

Teachers’ identity crisis, school crisis and modernity crisis
- Schooling, professions and the rise of modernity
- Personal, society and school conceptions
- The first, the second and the third modernity
Modernity crisis, paradigmatic transition and identities
A conceptual framework for the study of identity
- Symbolic interactionism as a metatheoretical frame
- A feeling of unity and continuity
- Individual identity and collective identity
- Adaptation and integration functions
- Descriptive and a transformative perspectives
Teachers’ professional identity construction and teacher training
- Social and professional identities construction to a real social change
Crisis, identities and teachers training
- Teachers identity crisis
- Educational and training policies and teachers identities
The construction of teachers’ professional identities as a systemic construct and teachers training
-Identity studies teachers’ in-service training
- Identity studies teachers’ pre-service training
- Identity construction, Professional development and teachers’ professionalization

Mandatory literature

Correia José Alberto; Solidões e solidariedades nos quotidianos dos professores. ISBN: 972-41-2514-9
Lopes Amélia 070; Fazer da formação um projecto. ISBN: 978-972-8082-83-3
Dubar Claude; Sociologie des professions. ISBN: 2-200-26982-X
Ramos Marise Nogueira; A^pedagogia das competências. ISBN: 85-249-0816-5
Ramalho Betânia Leite; Formação de professores I. ISBN: ISBN 85-7273-097-4
Rodrigues Maria de Lurdes; Sociologia das profissões. ISBN: 972-8027-84-2
Lopes Amélia 570; De uma escola a outra. ISBN: 978-972-36-0900-4
Dubar Claude; A^socialização. ISBN: 972-0-34124-6
Lopes Amélia; O^estado da investigação portuguesa no domínio do desenvolvimento profissional e (re)constru
Lopes Amélia 070; Uma^revolução na formação inicial de professores. ISBN: 972-8562-23-3
Dubar Claude; A^crise das identidades. ISBN: 978-972-36-0835-9
Day Christopher; Desenvolvimento profissional de professores. ISBN: ISBN 972-0-34807-0
Tardif Maurice; O^trabalho docente. ISBN: 85-326-3165-7
Matos Manuel; Modelos de profissionalidade docente e modelos de formação

Teaching methods and learning activities

Methodologies of teaching and learning
Analyses of situations and discourses (8)
Presentation and discussion of researches and papers (16)
Lecturers and directed discussions (21)
Conferences and seminars (12)
Tutorial monitoring (8)
Learning and autonomous work
Development of exploratory research aiming to animate the lessons (5)
Organization of a dossier of the curricular unit (10)
Individual study (25)
Team work with field work (25)
Organization and writing of the research report (12)
Writing small texts and schemes organizing information and perspectives (10)
Analysis of situations and discourses (5)

Evaluation Type

Distributed evaluation with final exam

Eligibility for exams

According with the evaluation norms of the Faculty

Calculation formula of final grade

The classification focuses on four aspects: participation in the classes, namely through the mobilization of the autonomous work (10%); individual portfolia organization (10%), Group Reading and discussion of a text (30%), small individual research project development (50%).

Examinations or Special Assignments

Not applied

Special assessment (TE, DA, ...)

Students that, according with the Law, don’t attend the lessons must to produce a special evaluation, aiming to assess the achievement of the previewed learning outcomes

Classification improvement

According with the law and through the revision of the research report