Abstract
This research aims to establish a relationship between the pedagogical model followed in the initial teacher education, regarding the induction in pedagogical practice, and the pedagogical options made by the future teachers in supervised pedagogical practice. It is assumed that through the analysis of the choices made by future teachers in the field of teaching methodologies used, it is possible to characterize the pedagogical model of professional practice initiation, based on the design of learning scenarios in teacher education used in the Master Degree in Computer Science Teaching at the Universidade de Lisboa. For this purpose, we analyzed 56 reports, developed since 2011, using a bibliometric methodology of data collection, aiming to characterize the pedagogical and didactic options taken by the future teachers regarding the planning and implementation of supervised pedagogical practice. The results identified a relationship between the pedagogical model followed in initial teacher education and the pedagogical options taken by the future teachers in their supervised pedagogical practice.
Translated title of the contribution | Learning scenarios in computer science initial teacher education |
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Original language | Portuguese |
Pages (from-to) | p. 223-238 |
Number of pages | 16 |
Journal | Revista Lusófona de Educação |
Volume | 45 |
DOIs | |
Publication status | Published - 2019 |
Keywords
- EDUCATION
- TEACHERS EDUCATION
- TEACHING METHODOLOGIES