| DURATION
- 2 semesters (60 ECTS) - Postgraduate in Education Supervision
| AREA OF SPECIALIZATION
Supervision in Education
| GOALS
- Promote the development and consolidation of the psychological, pedagogical and sociological foundations of educational practice;
- Promote the construction of cultural, scientific, technical and pedagogical knowledge underlying the supervision activity in education;
- Promote the development of communication and interpersonal relationship skills;
- Promote the development of the capacity for critical reflection for, in and about action, promoting the continuous reformulation of knowledge and practices;
- Promote the development of research skills with a view to building knowledge about educational practice;
- Create conditions for raising awareness of the ethical, social and civic dimensions of teaching professionalism.
| RATIONALE
Conceiving Supervision as a theory and practice of monitoring and regulating teaching and learning processes, and placing training at the immediate level of action on educators and teachers, this activity has a value that transcends this level, reaching the training of children and students, life at school, education itself, making it an object of training and investigation, in the interaction between thought and action, seeking to give meaning to what is experienced and known, understanding better in order to act better.
Therefore, this specialization course is part of new trends in training, research and the exercise of the teaching profession, with complexity, mutation, contextualization, interactivity, flexibility, preparation for the uncertain and undetermined, and concepts such as project, vision, mission, purposes, skills, strategies, responsibility and co-responsibility, monitoring, evaluation, flexible curriculum management, quality management and inclusion.
The study plan was designed, taking into account the training needs of educators and teachers who are requested, or may be requested, to carry out supervision and pedagogical guidance functions for the initial and continuing training of teachers and coordination of curricular departments and schools.
As its main purpose, it aims to provide theoretical and practical elements that directly support and guide supervision, and to develop critical reflection skills – placing this reflection at the level of the ethical and political conditions of educational practice, valuing the school as a reference space for practice, and not just the classroom, and the relationship between the school and the community – and intervention in the design, planning, execution and evaluation of training programs and innovation projects.
The selected contents and teaching methodologies help students acquire knowledge of research methodologies capable of deepening their capacity for observation, interpretation and reconstruction of educational practices, as well as favoring the emergence of the specificity of a professional awareness and the development of the capacity for critical reflection, through questioning procedures, reflective analysis and debate.
Conceiving Supervision as a theory and practice of monitoring and regulating teaching and learning processes, and placing training at the immediate level of action on educators and teachers, this activity has a value that transcends this level, reaching the training of children and students, life at school, education itself, making it an object of training and investigation, in the interaction between thought and action, seeking to give meaning to what is experienced and known, understanding better in order to act better.
Therefore, this specialization course is part of new trends in training, research and the exercise of the teaching profession, with complexity, mutation, contextualization, interactivity, flexibility, preparation for the uncertain and undetermined, and concepts such as project, vision, mission, purposes, skills, strategies, responsibility and co-responsibility, monitoring, evaluation, flexible curriculum management, quality management and inclusion.
The study plan was designed, taking into account the training needs of educators and teachers who are requested, or may be requested, to carry out supervision and pedagogical guidance functions for the initial and continuing training of teachers and coordination of curricular departments and schools.
As its main purpose, it aims to provide theoretical and practical elements that directly support and guide supervision, and to develop critical reflection skills – placing this reflection at the level of the ethical and political conditions of educational practice, valuing the school as a reference space for practice, and not just the classroom, and the relationship between the school and the community – and intervention in the design, planning, execution and evaluation of training programs and innovation projects.
The selected contents and teaching methodologies help students acquire knowledge of research methodologies capable of deepening their capacity for observation, interpretation and reconstruction of educational practices, as well as favoring the emergence of the specificity of a professional awareness and the development of the capacity for critical reflection, through questioning procedures, reflective analysis and debate.
| SYLLABUS
Course Units | Credits |
1st Year - 1st semester | |
Pedagogical Supervision I | 7.5 |
Research Methodology in Education | 7.5 |
Teacher Knowledge and Professional Development | 7.5 |
Educational Relationship and Wellbeing | 7.5 |
1st Year - 2nd semester | |
Pedagogical Supervision II | 7.5 |
Design, Development and Evaluation of Innovation Projects | 7.5 |
Educational Assessment | 7.5 |
Intervention Project | 7.5 |
Prof. Specialist
Maria dos Anjos Cohen
masters@isce.pt
219 347 135
(call to national landline)
