Class Seminar on Computer Science Teaching Practice

The course unit Teaching Practice Seminar in Informatics is part of the Master's in Teaching Informatics, within the scientific area of Introduction to Professional Practice (IPP), taught in the 2nd semester. It aims to consolidate and articulate the theoretical, technical and pedagogical knowledge of future Informatics teachers, through observing and analysing teaching practice, planning and supervised implementation of teaching sequences, assessing learning in digital contexts, and action research on one's own practice. It focuses on the pedagogical integration of digital technologies and active methodologies, drawing on the TPACK model and the DigCompEdu framework. As an integrating course, it accompanies and supports the supervised teaching practice carried out in Internship I and II, being essential to the training of future Informatics teachers.

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CP1 - Observing and Analysing Teaching Practice: systematic observation of teaching contexts; identifying pedagogical needs (PK), content gaps (CK) and technological opportunities (TK), in light of TPACK. CP2 - Supervised Planning and Implementation: interventions integrating CK-PK-TK; co-designing teaching sequences; micro-teaching with feedback; learning analytics. CP3 - Assessment of Learning in Digital Contexts: formative and summative strategies; TPACK rubrics and e-portfolios; evidence based on DigCompEdu. CP4 - Critical Reflection and Professional Development: reflective portfolios; mentoring; teaching ethics (PASEO). CP5 - Integration of Technologies and Active Methodologies: generative AI, PBL, flipped classroom, gamification; inclusive scenarios. CP6 - Action Research and Professional Communities: action-research projects; data collection and analysis; sharing in networks.

ME1 - Dialogic exposition, case studies, critical analyses and group discussions, mobilising DigCompEdu descriptors to support technological and pedagogical choices (LO1). ME2 - Structured observation activities, workshops on observation tools and collaborative feedback, based on TPACK rubrics (LO2). ME3 - Planning workshops with AI-assisted co-design, critical sharing of scenarios on the LMS and formative feedback in action-research cycles (LO3). ME4 - Practical prototyping sessions (design sprints), documentary research and peer assessment with TPACK rubrics (LO4). ME5 - Structured reflection, portfolio self-assessment, seminars and mentoring anchored in DigCompEdu (LO5).

Arends (2007). Aprender a Ensinar (7.ª ed.). McGraw-Hill de Portugal. Cibotto & Oliveira (2017). TPACK - Conhecimento tecnológico e pedagógico do conteúdo: Uma revisão teórica. Imagens da Educação, 7(2), 11-23. Cohen, Manion, Morrison & Wyse (2010). A Guide to Teaching Practice (5th ed.). Routledge. Dagiene, Hromkovi¿ & Lacher (2021). Designing informatics curriculum for K-12 education. Informatics in Education, 20(3), 333-360. DGE (2020). Aprendizagens essenciais na disciplina de TIC. Estrela (2008). Teoria e prática da observação de classes: uma estratégia de formação de professores. Porto Editora. Hazzan, Lapidot & Ragonis (2020). Guide to Teaching Computer Science: An Activity-Based Approach. Springer. Matos (2016). Princípios orientadores para o desenho de cenários de aprendizagem. Projeto TEL@FTELab. Mishra & Koehler (2006). Technological Pedagogical Content Knowledge. Teachers College Record, 108(6), 1017-1054.