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Presentation
Presentation
Study of the tasks of analysis, conception, preparation, implementation and evaluation of teaching in the different contexts / levels of curriculum decision making - political and administrative, within central administration, management, school and regional administration, and achievement, within the classroom.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 4
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULP6662-344
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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) Curriculum and teaching professionality - Characterizers of professionality - its referential construction. - Profession - what is being a teacher? Curriculum specificity and change 2) Key concepts in curriculum development - Curriculum conceptions and their evolution - Levels of curriculum development. - Curriculum decision levels and curriculum ¿management¿ ¿actors and factors. - Curriculum differentiation and school effectiveness. 3) The major phases of curriculum development: - Justification; conception / planning; implementation / operationalization; evaluation. 4) The Curriculum and Ideologies in Education - Curriculum Orientations - Educational Orientations in Physical Education. Catherine Ennis's classification and Bart Crum's classification 5) The formulation of objectives. The derivation and specification of the pedagogical objectives. Objectives selection parameters and criteria
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Objectives
Objectives
1) Identify the functions associated with the exercise of the teaching profession, and explain the contribution of curricular theory to the development of skills associated with teaching and education in Physical Education classes, training in school sports, and the animation of activities. of curriculum enrichment. 2) 2) Know and differentiate fundamental concepts from curriculum theory. 3) Identify different conceptual orientations about the curriculum in general education and physical education, and explain their influence on curriculum decisions, teaching practices and the dynamics of the educational relationship. 4) They argue and substantiate the legitimacy of the presence of the discipline of Physical Education in the compulsory curriculum. 5) Know the curricular organization of Physical Education programs in Portugal and explain the conceptual and theoretical bases that underlie them. 6) Select and define learning objectives respecting pedagogical criteria.
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Teaching methodologies and assessment
Teaching methodologies and assessment
Teaching-learning centered on identifying and solving problems.
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References
References
Carreiro da Costa, F. (2005).Mudar o currículo não significa necessariamente alterar as práticas educativas. Revista Portuguesa de Pedagogia, 39, 260-300 Carreiro da Costa, F. (2009). La gestión del currículo a través de competencias: un enfoque desde el contexto português. Tandém - Didáctica de la Educación Física, 29, 9-27. Carreiro da Costa, F. (2019). La Educación Física como Proyecto de Innovación y Transformación Cultural. Revista Caribeña de Investigación Educativa, 3(2), 19-32. Crum, B. (2017). How to win the battle for survival as a school subject? Reflections on justification, objectives, methods and organization of PE in schools of the 21st century. Retos, 31, 238-244. D'Hainaut, L. (1980). Educação - Dos Fins aos Objectivos. Coimbra: Edições Almedina. ISBN: 9789724001593 Zabalza, M. (2003). Planificação e Desenvolvimento Curricular na Escola. Edições Asa
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Office Hours
Office Hours
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Mobility
Mobility
No
