Lifelong Learning Programme

This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

Also available in:

Webmaster: Pinzani.it

Database of Publications

Homepage > Teacher Training > Database of Publications > Publication's Form

PUBLICATION INFORMATION

TITLE OF PUBLICATION
CURRICULUM OF INITIAL TEACHER EDUCATION IN PORTUGAL: NEW CONTEXTS, OLD PROBLEMS
NAME OF AUTHOR(S)
Flores, M.A.
NAME OF PUBLISHER
Journal of Education for Teaching: International research and pedagogy
YEAR OF PUBLICATION
2011
LANGUAGE OF PUBLICATION
English
PUBLICATION TYPOLOGY
Newspaper / Magazine article
TARGET GROUP OF PUBLICATION
Researchers, Teachers
SIZE OF THE PUBLICATION
Over 10 pages
DESCRIPTION OF CONTENTS
This work focuses initial teacher training (ITE) curriculum in the Portuguese context, following Bologna process. Currently, ITE comprises a first cycle (3 years) characterized by a broad training in basic education for pre-school and primary school teachers and a field of knowledge oriented training (e.g. chemistry, mathematics, biology etc.) for subject matter teachers. Following this first cycle, a Master degree is required. The typical duration is of 1.5-2 years.

ITE curriculum includes de following components (transcribed from de original text):

- General educational training
- Specific didactics (for a given level of teaching and subject matter)
- Professional practice
- Cultural, social and ethical education
- Educational research methods
- Training in the subject matter.

The credits attributed to each component differ with the master characteristics in accordance with the teaching level that students are going to teach.

According to the authors, changes resulting from the Bologna process can be seen as an opportunity and a challenge to improve the quality of teachers as well as the quality of the received training. One of the foreseen positive aspects is the valorisation of the teachers’ socio-professional status based on the assumption of a higher professional qualifications (Master degree), a curriculum driven to learning outcomes, and the valorisation of teacher practice. Nevertheless, in what concerns the ITE curriculum, authors pointed out that it is “marked by fragmentation and a lack of articulation of its key components (mainly professional practice, which tends to be undervalued from an academic cultural stance)”. In a socio-economical context, the teaching profession is characterized by a surplus and unemployment among the new teachers. As a consequence, recruiting of student teachers in ITE programmes is difficult and a lack of motivation to pursue teaching careers is noticed.
REVIEWER’S COMMENTS ON THE PUBLICATION
With this work, initial teacher education (ITE), following the Bologna process in Portugal, is presented. The document is helpful to understand Portuguese context in comparison with other European countries.

In brief, ITE in Portugal comprises a first cycle (3 years) characterized by a broad training in basic education for pre-school and primary school teachers and a field of knowledge oriented training (e.g. chemistry, mathematics, biology etc.) for subject matter teachers. Following this first cycle, a Master degree is required. The typical duration is of 1.5-2 years.
NAME OF THE REVIEWING ORGANISATION
Instituto Politécnico de Bragança

Comments about this Publication

Your comments are welcome


Date: 2013.05.15

Posted by Marcela Grecová (Czech Republic)

Message: Article is about the issue of Teacher Education in Portugal. The current state of training of future teachers is assesses. Also new approaches are discussed. Wide range of topics are covers. For example specific methods but also framework training. The main aim of this paper was to focus on the state of preparation of future teachers and exploit the potential of new approaches. The problem of the amount of observational hours pupils was outline. I was moved by the topic of formal schooling. It is said that formal education has a weak impact on students. This idea is substantial.
The talk about the motivation of pregraduate preparation is also important. It\'s good to talk about it and find new ways. Article shows current problems in teaching and is closely related to the motivation of teachers for good performance.

National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.

.