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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
CP1. Evolution of Supervision CP2. Fundamentals and domains of Supervision CP3. Ethical and conceptual framework of supervision CP4. The Supervision process 4.1. Supervisor Roles 4.2. The Supervision Cycle 4.3. Supervision Strategies CP5. Supervisory scenarios and their implications in educational contexts: concepts and practices. CP6. Influence of contexts on construction and professional development processes
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Objectives
Objectives
LO1. Critically analyse current concepts, models and contexts of supervision, as well as the profiles of supervisors. TM: Lectures, text analysis and guided debates. LO2. Produce critical texts based on readings by national and international authors on supervisory practices. TM: Guided readings, written summaries and group discussion. LO3. Simulate supervision situations to develop attitudes adjusted to personal, professional and institutional challenges. TM: Group dynamics, role-play and simulation workshops. LO4. Produce individual and group work, applying concepts and theories from the UC. TM: Written work, collaborative projects and tutorial monitoring.
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Teaching methodologies and assessment
Teaching methodologies and assessment
TM1: Lectures and critical analysis of texts to deepen understanding of supervision concepts and models. (Linked to the Pedagogical Model). Promotes: a solid theoretical foundation and critical reflection TM2: Group discussions on supervisory practices in different educational contexts. (Linked to the Pedagogical Model). Promotes: dialogue between peers and contextualisation of learning. TM3: Practical workshops and simulations of supervisory situations based on real cases. (Linked to the Pedagogical Model). Promotes: development of relational attitudes and skills. TM4: Production of individual and collaborative work with guided tutoring. (Linked to the Pedagogical Model). Promotes: autonomy in learning, application of knowledge, and personal and institutional development.
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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, et al (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
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Mobility
Mobility
No
