Part of this Programme
Teaching Physical Education in Basic and Secondary Education
Level of Qualification|Semesters|ECTS
Master Degree | Semestral | 4
Year | Type of course unit | Language
1 |Mandatory |Português
Total of Working Hours | Duration of Contact (hours)
100 | 37
Recommended complementary curricular units
Prerequisites and co-requisites
1. Curriculum Theory Curriculum concept (s) Curriculum justification: - Educational (philosophical) guidelines on curriculum in general education (Eisner & Vallance classification, 1974): - Educational (philosophical) guidelines on the curriculum in Physical Education. The classification of Jewett, Bain & Ennis; the perspective of Bart Crum. - The relationships between the curriculum guidelines in Physical Education and corporeity and movement, movement culture, and Physical Education 2. Curriculum Organization and Physical Education Programs in Portugal. The conceptual and theoretical bases that structure the PNEF. 3. The curricular organization of Physical Education in the countries that make up the European Union.
The Curricular Development Unit covers the study of the tasks of analysis, design, preparation, implementation and evaluation of teaching in the different contexts / levels of political-administrative curricular decision, in the scope of the central administration, of management, in the scope of the school and the administration regional, and achievement within the classroom, starting from a broad sense of curriculum that conceives curriculum development as a dynamic and complex practice, which takes place at different times and in different phases, in order to form a structured set , integrating four main components: theoretical justification, elaboration / planning, operationalization and evaluation. The Curricular Unit also aims to provide knowledge about the curricular organization of EF in the European Union.
Knowledge, abilities and skills to be acquired
The curricular development unit has as main objectives that the students are able to: - Identify the functions associated to the exercise of the teaching profession, and explain the contribution of curricular theory to the development of competences associated to teaching and education in the classes of Physical Education, to training and training in the field of school sports, and to the animation of activities of complementary curriculum. -Know and differentiate fundamental concepts from curricular theory. - Identify different conceptual orientations about the curriculum in general education and in Physical Education, and understand its influence on curricular decisions, teaching practices and the dynamics of the educational relation. -Describe and explain the relations between the different models of curricular development in Physical Education and the conceptions of Physical Education. - To argue and to base the legitimacy of the presence of the discipline of Physical Education in the obligatory curriculum.
Teaching methodologies and assessment
Introduction, information and analysis of the themes related to the chair program. - Indication of study clues and bibliographic elements. Theoretical-practical classes: - Treatment of topics addressed in the information classes in order to support students' appropriation of the subject (reflection, debate, problem solving). -Realization of the tasks being evaluated. -Assessment of work done by working groups. Evaluation: -Realization and Presentation of three Written Essays (task carried out in a group) 1.Legitimation of Physical Education 2.Theoretical analysis of the curriculum organization of PNEF 3.The situation of Physical Education in the European Union. The evaluation of the tests: The presentation will be classified between 0 and 2 values; and the written text will be graded from 0 to 18 values. Written test on all matter. The written test will be graded from 0 to 20 values.
Carreiro da Costa, F. (2005). Mudar o Currículo não Significa Necessariamente Alterar as Práticas Educativas. Revista Portuguesa de Pedagogia, 39( 2), 269-300.
Crum, B., (1994). A critical review of competing PE concepts. In Joachim Mester (Ed.). Sport, leisure and physical education. Trends and development. Volume 1, Conference Proceedings of The Second European Forum "Sport Sciences in Europe 1993 - Current and Future Perspectives, Aachen: Meyer & Meyer Verlag. Jewett, A., Bain, L.,
Ennis, C. (1995). The Curriculum Process in Physical Education. Madison: Brown & Benchmark.
Klein, G. et Hardman, K. (2007) (2008) (Eds.). L Éducation Physique et Sportive dans l Union Européenne. Tome 1et 2: Europe du Sud, de Centre, de L Ouest (I); Europe de l'Est; de Ouest, du Nord. Paris: EPS.
Vieira, F. & Carreiro da Costa, F. (2017). As Orientações dos Professores Portugueses de Educação Física. Retos, 31, 252-258