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Presentation
Presentation
The relevance of this UC lies in the fact that students can make an analysis of supervision models.
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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
ULP1651-1-14491
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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
1. Evolution of Supervision 2. Fundamentals and domains of Supervision 3. Ethical and conceptual framework of supervision 4. The Supervision process 4.1. Supervisor Roles 4.2. The Supervision Cycle 4.3. Supervision Strategies 5. Supervisory scenarios and their implications in educational contexts: concepts and practices. 6. Influence of contexts on construction and professional development processes
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Objectives
Objectives
Knowing how to apply reflection strategies on the current concepts, models and contexts of supervision and on the desirable profiles of supervisors in the face of these same contexts (classroom, class council, pedagogical council, department, school); Produce critical texts on the readings of texts by Portuguese and foreign researchers on supervisory practices to be developed by teachers, middle managers and the school director; Simulate supervisory situations in order to find the most appropriate attitudes for personal and professional development, as well as institutional development, taking into account supervision that is intended to respond to the needs and desires of schools and the professionals who work in them;
Produce individual and group work, applying the concepts and theories learned throughout the UC.
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Teaching methodologies and assessment
Teaching methodologies and assessment
A theoretical-practical model will be favored, integrating: moments of structured presentation of contents, challenged by questioning and debate around the ideas, concepts presented, experiences; analysis of scientific articles and development of an individual reflection work around issues related to the subjects of the curricular unit. Active and critical participation in classes (15%), elaboration of small group reflection works (20%) elaboration of an individual scientific work (maximum 12 pages) of interest to master's students and linked to any of the themes addressed (65%): relevance the theme (15%); theoretical component (25%); structure (10%); presentation and discussion (15%).
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References
References
Alarcão, I. & Tavares, J. (2016). Supervisão da Prática Pedagógica. Uma Perspectiva de Desenvolvimento e Aprendizagem (3ª. ed.). Almedina.
Gaspar, M. I. (Coord.), Carlos, A, Lamy, F., Seabra, F.; Massano, L., Silva, P., Eira, R., Galante, S., Henriques, S., (2019). Supervisão: modelos e processos. Faculdade de Educação e Psicologia da Universidade Católica Portuguesa
Glickman, C., Gordon, S. & Ross-Gordon, J. (2017). Supervision and instructional leadership. A developmental approach (10th ed.). Pearson, Allyn and Bacon.
Krolak-Schwerdt, S., Glock, S., & Böhmer, M. (2014). Teachers’ professional development: Assessment, training, and learning. Sense Publishers.
Valério, E. (2022). Guia Prático de Supervisão Pedagógica: Uma perspetiva formativa. Presença
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Office Hours
Office Hours
Nome do docente
Horário de atendimento
Sala
Louise Lima
sextas feiras das 17hàs18h
02
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Mobility
Mobility
No
