Mediation and Teachers Education: Concepts, Policies and Practices

Code:

DE211

Acronym:

MFPCPP

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	14	Official Curricular Structure	1	-	6	49	162

Teaching language

Portuguese

Objectives

Introduction
This curricular unit intends to enable a theoretically based understanding of the contemporary issues the field of teacher’s work, focusing in initial and continuous training, bearing in mind the impact they have on school educational action as well as in children’s and youth education.

Learning-outcomes
- to discuss teacher’s work and training, considering their relationships;
- to learn the emerging research perspectives on teacher training, school education and teacher’s work;
- to learn and understand the conceptual and practice systems which shape teacher training;
- to learn and interpret theoretic al concepts and policies of teacher education;
- to build a critical perspective on teacher training practices and policies.

Competences
- to train teachers;
- to design and develop research projects in the framework of the field of teacher training;
- to mediate decision-making processes in teacher training contexts;
- to critically analyse teacher training projects, considering their socio-educational context, delivering consultation, judgements and recommendations;
- to perform consulting processes in the teacher training.

Program

I. Contemporary issues teacher’s work.
i. The decay of the modern school institution.
ii. Ethics and justice in education.
iii. Teacher’s work challenges and tensions.

II. Epistemological paradigms of teacher training.
i. Epistemologies of teacher’s work.
ii. Rationalities of teacher training.
iii. Models of teacher training.

III. Mediation.
i. Epistemologies of mediation practices.
ii. Mediation paradigms.
iii. Mediation and training.

IV. Teacher training policies and practices.
i. Initial teacher training policies.
ii. Initial teacher training supervision.
iii. Continuous teacher training policies.
iv. Continuous teacher training system.
v. Continuous teacher training modalities.

Mandatory literature

Pereira Maria de Fátima; Transformação educativa e formação contínua de professores. ISBN: 972-783-043-9
Pereira Fátima; Infância, educação escolar e profissionalidade docente. ISBN: 978-972-31-1313-6
Pereira Fátima; Infância e profissionalização dos professores
Pereira Fátima; Amar ou constranger
Correia José Alberto 570; Mediação. ISBN: 978-972-36-1083-3
Correia José Alberto; Os^lugares-comuns na formação de professores. ISBN: 972-41-2024-4
Dubet François; Le^déclin de l.institution. ISBN: 2-02-055163-2
Derouet Jean-Louis; École et justice. ISBN: ISBN 2-86424-130-7
Lopes Amélia 070; Fazer da formação um projecto. ISBN: 978-972-8082-83-3
Silva, A. M. & Moreira, M.A.; Formação e mediação sócio-educativa, Areal, 2009
Day Christopher; Desenvolvimento profissional de professores. ISBN: ISBN 972-0-34807-0
Tardif Maurice dir.; Formação dos professores e contextos sociais
Goodson Ivor F.; Studying teachers.lives. ISBN: 0-415-06858-4
Canário Rui 570; Formação e situações de trabalho. ISBN: 972-0-34125-4
Schnitman Dora Fried 570; Novos paradigmas em mediação. ISBN: 85-7307-478-7
Nóvoa António 570; Reformas educativas e formação de professores. ISBN: 972-8036-01-9
Schõn Donald A.; El^profesional reflexivo. ISBN: 84-493-0556-X
Zeichner Kenneth M.; A^formação reflexiva de professores. ISBN: 972-8036-07-8
Correia José Alberto 340; Formação de professores. ISBN: 972-41-2186-0
Matos Manuel Santos e; Teorias e práticas da formação. ISBN: 972-41-2153-4

Teaching methods and learning activities

Contact time.
Presentation by the teacher
Conferences, seminars and colloquia participation
Debates
Team work
Research
Participation in the work of the ForMe - narratives and subjectivities research team
Presentations by students
Assessment
Tutorial monitoring

Autonomous work:
Research work
Analysis and writing of texts
Projects in various media

keywords

Social sciences

Evaluation Type

Distributed evaluation with final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	56,00
	Total:	-	0,00

Eligibility for exams

The assessment process requires that students attend classes, without prejudice of what is stated in item 4, article 9 of the evaluation regulation. Students must attend at least ¾ of the sessions.

Calculation formula of final grade

The final grade of all registered assessment components is expressed into a 0 to 20 scale.

Registered Assessment components:
- Analysis, presentation and debate about one text – 40%
- A critical essay reflecting and integrating the contens and experienced learning process on the basis of the notes gathered by the students as field notes – 60% (maximum of 10 pages delivered in the exam period).

Examinations or Special Assignments

Not applicable.

Special assessment (TE, DA, ...)

The students legally authorised to not attend the sessions will be required to take to a special test, aiming to assess the achievement of the learning outcomes. In the beginning of the semester students must contact the Curricular Unit responsible teacher.

Classification improvement

The Improvement of the final grade must proceed according to FPCEUP norms, and can be done by revising the presented essay.