- Details
- Category: Discipline
- .1. Alarcão, I. Supervisão e Colab oração. Uma relação para o desenvolvimento. Porto: Porto Editora, 2013. 2. Canário, R. Formação e Situações de Trabalho. Porto: Porto Editora, Colecção Ciências da Educação, 1997. 3. Longo, J. J. R. O valor formativo do practicum. Perspetivas docentes e discentes na formação inicial em Enfermagem. Düsseldorf: Novas Edições Académicas, 2017. 4. Rodrigues, Z. Educação e Formação de Jovens e Adultos: Parcerias Entre Escolas e Empresas. Lisboa: Chiado Books, 2019. 5. Rodrigues, et al. Processos de Formação na e para a prática de cuidados. Lisboa: Lusociência, 2007. 6. Sá-Chaves, I.(Org.). Formação, conhecimento e supervisão. Aveiro: Universidade de Aveiro, 2011 7.Serra, M. N. Aprender a ser Enfermeiro, A construção identitária profissional por estudantes de Enfermagem. Loures: Lusociência, 2013. 8. Silvestre, C.A.S. Educação e Formação de Adultos e Idosos. Lisboa: Instituto Piaget, Coleção Horizontes Pedagógicos, 2019.
- Nursing
- 4001
- 19233
- Andragogy in Nursing
- IPLUSO4001-19233
- 2
- 3
- 0
- 4
- Não
- Português
- In this curricular unit, the Team-based learning (TBL) methodology is used, with tasks carried out in small groups, allowing the development of the ability to analyze and apply theoretical concepts.
- Mandatory
- 1. Understand and adopt andragogical principles when considering training devices. 2. Develop skills in the fields of selection, research, organization and treatment of information. Incorporate concepts associated with workplace training and professional development. 3. Understand the concept and practices of identifying training needs to ensure quality of care and individual and collective performance. 4. Define training practices for individual and collective performance development. 5. Define indicators of evaluation of the training device in the workplace. 6. Promote awareness of the need for lifelong learning, supported by specific knowledge intrinsic to both the disciplinary area of nursing and education. 7. Mobilize research as a strategy for professional development in nursin
- 1. Fundamental concepts: apprenticeship, training, education, development and change. 2. Models and practices of adult education. 3. Models and practices for training needs analysis. 4. Pedagogy by objectives. 5. Pedagogy by project. 6. Learning assessment concepts. 7. Concepts of initial, continuous and in-work training. 8. Ecological model of formation. 9. Working context training devices.
Descrição
Data limite
Ponderação
Trabalho de Grupo (escrito)
06.02.2025
40%
Tutorias (3 momentos de presença obrigatória) + Autoscopia Final (Apresentação oral do trabalho desenvolvido)
Tutorias: 14, 21 de janeiro e 04 de fevereiro 2025
Autoscopia final: 06 de fevereiro 2025
60%
- Semestral
- The intervention domains for which the Curricular Unit prepares are: training in a work context, whether in-job or on-job; pre and postgraduate clinical supervision, skills in the reflective and practical domain and the development of the Project-Based Methodology.
- Details
- Category: Discipline
- Primary Education
- 6127
- 1401
- Option II
- IPLUSO6127-1401
- 2
- 3
- 826
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Clinical Veterinary Nursing
- 7019
- 26460
- Veterinary Nursing in Stomatology and Dental Medicine in Companion Animals
- IPLUSO7019-26460
- 1
- 2.5
- 1235
- 4
- Não
- Português
- Optional
- Semestral
- Details
- Category: Discipline
- Canavarro, A., Mestre, C., Gomes, D., Santos, E., Santos, L., Brunheira, L., Vicente, M., Gouveia, M., Correia, P, Marques, P, Espadeiro, R. (2021). Aprendizagens Essenciais de Matemática no Ensino Básico. ME. Portugal. Santos, E., & Santos, L. (2019). O papel do GeoGebra nas práticas de regulação do ensino da área do paralelogramo. In Quadrante, 28 (1), 6-26. https://quadrante.apm.pt/index.php/quadrante/article/view/75/66 Santos, E., & Santos, L. (2022). How Gaming and Formative Assessment Contribute to Learning Supplementary and Complementary Angles. In Lane, C. (Ed.), Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning (pp. 772-787). PA: IGI Global. DOI: 10.4018/978-1-7998-7271-9.ch039. Santos, E. (2020). Coavaliação ao serviço da regulação da aprendizagem e do ensino da área do paralelogramo. In Educação e Matemática, n.º 158 (20-24). APM. Lisboa.
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 9733
- Didactics of Maths in the 2nd Cycle of Basic Education
- IPLUSO6857-9733
- 1
- 5
- 0
- 4
- Não
- Português
- The teacher will present the conceptual frameworks related to the syllabus of the UC, putting students in an active role in the development of tasks that contribute to the discussion of the topics under study, embodied in the activities that are presented below. * Presentation by the teacher the tasks that require the active participation of students, accompanied by a debate within the class group. * Research, discussion and reflection of empirical articles and/or theoretical papers related to 5 and 6 grades practices. * Preparation of plans pedagogical-didactic proposals, in working groups. Use of written feedback and peer assessment as a way to operationalize formative assessment.
- Mandatory
- To frame the foundations of 5 and 6 grades curriculum guidelines in the context of the development of mathematical thinking. Demonstrate knowledge about relevant aspects of study focusing on the development of student's mathematical knowledge. Recognise the importance of exploratory teaching situations and the different stages of their implementation for the development of mathematics learning. Analyse and design teaching proposals that facilitate the learning of Mathematics in a spiral approach through the articulation of contents in a perspective of a dialogic approach in the construction of knowledge. Demonstrate a critical spirit and ability to reflect on their pedagogical proposals in which tasks are powerful and challenging, focusing on the articulation with other areas of knowledge.
- 1. Numbers: -The four operations with non-negative rational numbers and introducing the raising as an operation. - Continued development of number sense and appreciation of mental calculation. -Use of different mathematical representations (decimal, fraction, percentage). 2. Algebra: -Development of written communication using symbolic representations. -Write algebraic expressions in the context of situations that favour the attribution of letters. - Direct proportionality as a promoter of the idea of variation and functional thinking. 3. Geometry and Measure: -Investigations with polygon properties. - Development of spatial sense through geometric constructions and symmetry analysis. 4. Data and Probabilities: -Performance of small studies by the students. 5. Mathematical Abilities: Problem solving , mathematical reasoning, mathematical communication, multiple representations in Mathematics, computational thinking, Establish connections between different mathematical topics.
Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.
Exemplo:
Descrição
Data limite
Ponderação
Realização de tarefas a pares ou individualmente sobre os temas em dicussão e reflexão em cada aula. ao longo do semestre
25%
Portfolio Reflexivo
no final do semestre
25%
Trabalho escrito de planificação de uma cadeia de tarefas com defesa oral do trabalho. no final do semestre
50%
- Semestral
- The program of this UC aims at the articulated development of knowledge related to the didactics of mathematics. This UC aims the acquisition by the students of practical references, exploration and investigation - theoretical ones that allow them to build a professional teaching identity whose central characteristic is that of pedagogues - didactics and didactics - pedagogues. In other words, it is about combining the usefulness of didactic devices and procedures with the knowledge of pedagogical intervention. It is within this knowledge that future teachers develop the reflective capacity and pedagogical sensitivity that allow them to select, adapt and reconstruct tasks and procedures, in order to guarantee a coherent and consistent intervention with an exploratory teaching.
- Details
- Category: Discipline
- Drucker, P.F. (1985) Innovation and Entrepreneurship Perez, C. (2002) Technological Revolutions and Financial Capital. Edward Elgar Rogers, E.M. (2003) Diffusion of Innovations. Focal Press Venkataraman, V. (2010) Entrepreneurship. University of Virginia Darden Business School Sarasvathy, S. (2001) What Makes Entrepreneurs Entrepreneurial. University of Washington School of Business Sloman, J., et al. (2016) Economics for Business. Pearson Recursos Didáticos: - Sala com quadro e Vídeo projetor
- Business Management and E-Commerce
- 6147
- 22288
- Creativity, Innovation and Entrepreneurship
- IPLUSO6147-22288
- 1
- 3
- 0
- 4
- Não
- Português
- The teaching methodology includes the expository method (ME1) to present the necessary content, the demonstrative (ME2) to illustrate its application to practical cases and the active method (ME3) for solving cases in the classroom, with and without using the computer . The assessment of knowledge is carried out by carrying out two tasks. First work - Analysis of an article that involves the subject to be taught combined with the presentation of UC chapters Second Work – Analysis of an existing case or creation of a product/service that supports UC
- Mandatory
- Students will be encouraged to think logically and critically, to investigate, to communicate clearly, orally and in writing, to present information, and to work as a team. The curricular unit is of a theoretical-practical nature.
- Students will be encouraged to think logically and critically, to investigate, to communicate clearly, orally and in writing, to present information, and to work as a team. The curricular unit is of a theoretical-practical nature. The theoretical component focuses on concepts and the practical part consists of research and application of concepts to the basic development of business ideas. Syllabus: 1. Creativity a. Knowledge, learning and design b. Idea generation processes c. Experimentation 2. Five technological revolutions a. Digitization and globalization b. Digital businesses and businesses 3. Entrepreneurship a. Inventors, innovators, investors b. Sources of opportunity c. Entrepreneurial mindset and action d. The entrepreneurial company 4. Innovation a. The innovation-decision process b. Attributes of innovation c. Types of innovation d. Practice innovation e. Innovation clusters f. Four main elements of the diffusion of innovations
É obrigatório a entrega e apresentação dos dois trabalhos. Os mesmos podem ser individuais ou em grupo.
Caso o aluno não entregue um ou os dois trabalhos, este é direcionado para exame.
Nota mínima para cada trabalho - 8 valores
A média é ponderada.
O regime de faltas para esta UC encontra-se em vigor pelo que o número máximo de faltas corresponde a 30% do total de aulas, ou horas, da unidade curricular,
Descrição
Data limite
Ponderação
Trabalhos, caso de estudo, trabalhos intermédios
1 de Novembro
25%
Trabalho final
Penultimo dia de aulas
40%
Teste de Avaliação
Ultimo dia de aulas
25%
Comportamento, participação e atitudes 10% - Semestral
- The Curricular Unit Creativity, Innovation and Entrepreneurship has as main objective to provide students with the fundamentals for developing creative projects, either through the creation of new companies, or in the development of new products and / or services in companies to be created or existing ones. Students will acquire skills to promote and organize creative processes, to understand innovation as an entrepreneurial process and the relationship between innovations and the consumer market.
