Investigação, Formação Superior e Desenvolvimento Profissional

Code:

E524

Acronym:

IFSDP

Keywords
Classification	Keyword
OFICIAL	Free Option

Instance: 2017/2018 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	12	Official Curricular Structure	3	-	3	28	81

Teaching language

Suitable for English-speaking students

Objectives

Contemporary higher education is a context of constant changes and challenges regarding its educational, social and political goals. As a result, the relationship with knowledge, the meaning given to teaching and to research, and the relationship between the university and the community changes.

The relationship between teaching and research is crucial in the learning process not only because it allows teaching to keep up with the evolution of scientific knowledge but also because it contributes to make the knowledge socially useful. More specifically, research is crucial as a pedagogical process in the education of qualified professionals.

This course unit is framed within the field of higher professional education, focusing on the role of research in professional development. The course unit is structured around three domains: social changes and their impact on higher education and professional fields; research and the professional contexts in education; and the relationship between research and professional development.

 

Objectives:

• To promote an autonomous professional practice through the development of knowledge and research skills
• To contribute to the emergence of research-based professional references
• To develop students' critical and reflective thinking about their own professionalism

Learning outcomes and competences

Learning outcomes and competences

- Describe changes in society and their impact on training processes in higher education and within professional fields

- Relate changes occurring in society and the emerging challenges to the social and educational intervention professionals

- Clarify the role of research in the education of l social and educational intervention professionals

- Define different types of research and their relation to professional practices

- Recognize curricular proposals in higher education contexts that foster professional practice informed by research.

Competences:

• Development of sustained professional practices informed by research
• Organization, advising or orientation of training processes informed by research
• Construction and dissemination of knowledge built on professional practices informed by research

Working method

Presencial

Program

Programme:

1. Social Change, Higher Education and Research

• Changes in the conceptions of knowledge and its impact within the academic world
• Contemporary higher education and it relation with professional fields
• University and Research models in higher education

 

2. Professional contexts in Educational Sciences and research

• Development of professional contexts and identities within Educational Sciences
• Professionalism within Education Sciences and research

 

3. Research, training and professional development

• Relationship between research and teaching
• Training through research
• Research and professional development

Mandatory literature

Brew, A.; Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education., Higher Education Research and Development, 22(1), 3-18., 2013
Clegg, S.; Academic identities under threat? , British Educational Research Journal, 34(3), 329-345., 2008
Correia, J. A.; Conferência de Abertura do 1º congresso das Licenciaturas em Ciências da Educação, Educação, Sociedade e Culturas, 24, 193-208, 2007
Evans, L.; Professionalism, professionality and the development of education professionals. , British Journal of Educational Studies, 56(1), 20-3, 2008
Fartes Vera 570; Saber e formação no trabalho profissional relacional. ISBN: 978-85-232-1072-4
Gibbons, M.; What kind of university?Research and teaching in the 21st century. , Melbourne: Victoria University of Technology. , 1997
Healey, M., Jordan, F., Pell, B. & Short, C. ; The research-teaching nexus: a case study of students’ awareness, experiences and perceptions of research, Innovations in Education and Teaching International, 47(2), 235-246., 2010
Lopes, A., Boyd, P., Andrew, N., & Pereira, F. ; The research-teaching nexus in nurse and teacher education: contributions of an ecological approach to academic identities in professional fields, Higher Education, 68(2), 167-183., 2014
Magalhães, A.; Cenários, dilemas e caminhos da educação superior europeia, Revista Perspectiva, 29(2), 623-647., 2011
Rocha, C. & Nogueira, P.; A licenciatura em ciências da educação da Universidade do Porto: transformações da procura e das lógicas de formação, Educação, Sociedade e Cuturas, 24, 11-37, 2007
Stoer, S. R. ; Reflexões críticas sobre a licenciatura em Ciências da Educação da FPCEU-UP, In Actas do I Congresso das Licenciaturas em Ciências da Educação – Ciências da Educação: Profissões e espaços sociais (pp. 281-292). Porto: FPCE-UP/CIIE., 1998
Stoer, S. R. ; Reflexões críticas sobre a licenciatura em Ciências da Educação da FPCEU-UP, In Actas do I Congresso das Licenciaturas em Ciências da Educação – Ciências da Educação: Profissões e espaços sociais (pp. 281-292). Porto: FPCE-UP/CIIE., 1998
Visser-Wijnveen, G., Van Direl, J., Van Der Rijst, R., Verloop, N., & Visser, A.; The ideal research-teaching nexus in the eyes of academics: Building profiles., Higher Education Research & Development, 29(2), 195-210., 2010

Complementary Bibliography

Bernstein Basil; Pedagogy, symbolic control and identity. ISBN: 0-7484-0372-8
Burnett, C.; Constructions of professional knowledge among student and practicing primary teachers: paradigmatic and narrative orientations. , Research Papers in Education, 21(3), 315–333., 2006
Costa, A. S., Coelho, O. & Moreira, R. ; Os Licenciados em Ciências da Educação: Itinerários de inserção e configuração da profissão, Educação, Sociedade e Culturas, 24, 39-65, 2007
Cowen, R.; Performativity, post-modernity and the university, Comparative Education, 32(2), 245-258., 1996
Harris, S. ; Rethinking academic identities in neo-liberal times., Teaching in Higher Education, 10(4), 421-433., 2005
Healey, M.; Linking research and teaching to benefit student learning, Journal of Geography in Higher Education 29(2), 183–201., 2005
Henkel, M.; Academic identities and policy change in higher education. , Jessica Kingsley, 2000
Lopes, A., ; Teachers as professionals and teachers’ identity construction as an ecological construct: an agenda for research and training drawing upon a biographical research process. , European Educational Research Journal, 8(3), 461-475., 2009
Lopes, A., Vaz, H., Pereira, F. & Neves, T; Concretização do processo de Bolonha e ajustamentos na docência universitária: dados e reflexões sobre uma experiência (pp. 227-232). , In: La docencia en el nuevo escenario del espacio europeo de educación superior. Vicerreitoría de Formación e Innovación Educativa: Universidade de Vigo, 2010
Magalhães António M.; A^identidade do ensino superior. ISBN: 972-31-1087-3
Santiago Rui 1952-2015; O^surgimento do managerialismo no sistema de ensino superior português. ISBN: 972-98848-9-7
Slaughter, S. & Rhoades, G.; Academic capitalism and the new economy: Markets, state and higher education., Baltimore: John Hopkins University Press., 2004
Zabalza Miguel A.; O^ensino universitário. ISBN: 85-363-0214-3

Teaching methods and learning activities

Exposition;

Group work;

Text reading and analysis;

Assignment presentations;

Writing of an essay;

Meetings with professionals

keywords

Social sciences
Social sciences > Educational sciences

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Apresentação/discussão de um trabalho científico	30,00
Participação presencial	10,00
Trabalho escrito	60,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	45,00
Frequência das aulas	24,00
Trabalho escrito	12,00
Total:	81,00

Calculation formula of final grade

 

The final evaluation, on a scale from 0 to 20, comprises:

. participation in the classroom - 10% -  punctuality, participation in the proposed activities, reading the suggested texts

- classification of students essays (90%) - a group essay where the theoretical discussion mobilized in the text will be evaluated as well as the quality of the oral presentation of the work (30%); a final individual essay should have a reflective dimension that will allow to evaluate the quality of the argument and the theoretical discussion mobilized in the text (60%);. The final essay should have a minimum grade of 10 points.