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Presentation
Presentation
The curricular unit is situated within the fields of Pedagogical Supervision, educational leadership and project management, focusing on their interconnections in processes of professional development and the improvement of educational practices. It addresses different perspectives and models of leadership in education, the role of the supervisor as a pedagogical leader, and collaborative processes of supervision and professional learning. It also encompasses the design, development and monitoring of educational projects, taking into account innovation, sustainability, dissemination and impact. Its relevance within the study programme lies in deepening the understanding of Pedagogical Supervision as a process of leadership and professional development, and in developing competences to design and substantiate supervisory processes and projects aimed at innovation and the improvement of educational practices.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 8
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULP1651-1-14492
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
PC1. Organizational dimensions of the school 1.1 Mission and objectives, structures, dynamics, cultures and environment. 1.2. Competence areas or management fields of educational organizations. PC2. Leadership and supervision 2.1. Leadership concepts 2.2. Leadership styles. 2.3. School leadership and culture. 2.4. The supervisor's role in the development of the educational community. PC3. Leadership and project methodology. 3.1 Project Theory: action-research and praxeology. 3.2 Design models and project development. 3.3 Planning a project evaluation.
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Objectives
Objectives
LO1. Critically understand the frameworks of Pedagogical Supervision (PS), educational leadership and project management, and their contribution to professional development and the improvement of practices. TM: Lectures, guided reading and discussion. LO2. Analyse leadership and PS models and the role of the supervisor as a pedagogical leader. TM: Lectures, case studies and group work. LO3. Design, plan and substantiate intervention projects in educational contexts, using project management methodologies aimed at innovation and the improvement of practices. TM: Practical activities, collaborative work and tutorials. LO4. Evaluate leadership and PS processes and substantiate strategies for collaboration, innovation, monitoring and improvement. TM: Debates, document analysis, case studies and problem-solving. LO5. Communicate scientific knowledge on PS, leadership and project management. TM: Guided work, presentation, discussion and feedback.
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Teaching methodologies
Teaching methodologies
The curricular unit prioritises student-centred methodologies based on active and collaborative learning and on the integration of theoretical frameworks with educational contexts. The analysis of cases and problem situations promotes the application of knowledge and evidence-based decision-making. Collaborative work, debates and peer learning foster critical reflection on supervision and leadership processes. The design and planning of educational projects enable the application of project management methodologies to contextualised issues, promoting innovation and the improvement of practices. Tutorials and feedback support the development of students' work, fostering self-regulation and the progressive improvement of learning. These methodologies bring learning closer to the collaborative, reflective and project-based dynamics inherent in Pedagogical Supervision and educational leadership.
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References
References
Cabral, I., & Alves, J. M. (Eds.). (2020). Gestão escolar e melhoria das escolas: O que nos diz a investigação. Fundação Manuel Leão. Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2018). SuperVision and instructional leadership: A developmental approach (10th ed.). Pearson. Harris, A. (2022). Distributed leadership matters: Perspectives, practicalities and potential. Corwin Hargreaves, A., & O'Connor, M. T. (2018). Collaborative professionalism: When teaching together means learning for all. Corwin. Trindade, R. (2018). Autonomia, gestão e flexibilidade curricular: Relatos de práticas. Leya Educação. Trindade, R. (2024). Escola e conhecimento: O vínculo incontornável. Porto Editora Wenger-Trayner, E., & Wenger-Trayner, B. (2020). Learning to make a difference: Value creation in social learning spaces. Cambridge University Press. Zepeda, S. J. (2017). Instructional supervision: Applying tools and concepts (4th ed.). Routledge.
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Assessment
Assessment
A
Descrição
Data limite
Ponderação
Participação ativa e fundamentada nas atividades letivas, discussões e debates, evidenciando capacidade de análise crítica e de fundamentação científica dd-mm-yyyy
15%
Trabalhos de grupo, centrados na análise crítica de problemáticas relacionadas com a Supervisão Pedagógica, a liderança educacional e a gestão de projetos, envolvendo a discussão de textos científicos, o estudo de casos e a fundamentação de estratégias supervisivas e de projetos de intervenção em diferentes contextos educativos dd-mm-yyyy
20%
Elaboração de um ensaio científico individual, incidindo sobre uma problemática relacionada com a Supervisão Pedagógica, a liderança educacional ou a gestão de projetos educativos, fundamentado na literatura científica e na análise crítica de práticas supervisivas, processos de liderança pedagógica e projetos de intervenção em contextos educativos 65%
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
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Mobility
Mobility
No
