Teaching Approach and Methods

• Mobilise the scientific and pedagogical knowledge necessary for pedagogical practice in higher education;
• Critically analyse European and national assumptions, discourses and practices relating to the teaching and learning process in the context of undergraduate and postgraduate courses;
• Be familiar with methodological developments in teaching, epistemological references that frame learning processes and their impact on teaching approaches;
• Mobilise current concepts and perspectives underlying youth and adult education;
• Be familiar with and mobilise active and sustainable learning and assessment strategies in the teaching and learning process in the context of higher education;
• Critically analyse contexts of intervention in order to design projects tailored to them;
• Plan teaching units taking into account the principles defined in European and national reference documents;
  Select and create physical or digital teaching materials appropriate to the context of higher education.

Topics:

1. Epistemological understanding of Didactics
2. Education in the 21st century: pedagogy of reproduction or pedagogy of transformation?
3. Methodological evolution in the teaching and learning process
4. Teaching approaches, focuses and methods and their strategies and resources
   -From the expository method to active learning
   -Active methodologies for the development of soft skills
   -Digital approaches
   Interdisciplinary and transdisciplinary approaches
   -Planning teaching and learning activities
   -Assessment: approaches and strategies
5. Final self-reflection

The course was designed and organised to be delivered in a blended learning format, through face-to-face and online sessions. As such, it is divided into modules and complies with e-learning specifications and standards. All course modules are available on the e-learning platform of the Centre for Pedagogical Innovation.

Taking into account a socio-constructivist, reflective and experiential methodology, priority will be given to the use of active and diversified methodologies, specifically: analysis and discussion of audio-script-visual documents; tasks carried out individually or in groups; analysis and experimentation with physical and digital material resources; creation of teaching proposals with respective physical and digital resources; and individual and/or group reflections.

Since the aim is for trainees, who are higher education teachers, to be able to reflect on their teaching professionalism, the focus will be on: a) self-diagnosis of the practices they use, both in terms of the strategies employed and the resources used, including literature and technology; b) proposals for self-reformulation or redirection of actions developed in relation to the teaching process; c) final self-reflection on the productivity and relevance of the paths traced throughout the training course.

In addition to face-to-face sessions, the use of e-learning technological solutions allows training to be carried out:

• synchronously, through the Zoom videoconferencing tool;
• asynchronously, through the e-learning platform of the Centre for Pedagogical Innovation.

The assessment is based on three components: a) diagnostic assessment to be carried out at the beginning of the course, b) formative assessment (to be carried out during the course) and summative assessment to be carried out at the end of the course.

The final grade for the course will be the weighted average, on a scale of 20 points, of the partial grades, taking into account the following weightings:

• Work carried out during the course: 30%
• Planning of a teaching unit with the respective teaching resources and its oral presentation: 40%
• Quality participation in synchronous and asynchronous sessions: 10%
• Final self-reflection: 20%

All trainees who achieve the defined objectives will obtain a Certificate issued by the Centre for Pedagogical Innovation of the Polytechnic Institute of Porto.

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