3

2º Semestre

Pedagogia e Met. de Intervenção nas Act. Motoras

4.5

Marcos Teixeira de Abreu Soares Onofre

At the end of the course students should be able:
- to explain the main research on teaching orientations, their fundamentals and results.
- to explain the structural and functional dimensions of classroom ecology.
- to identify the main teaching models, their fundamentals and operative procedures.
- to identify teaching styles and procedures, by explaining the fundamentals of their adaptation to different teaching-learning settings.

Unit 1: Elements characterizing quality of teaching
The most relevant results from research on teaching.
The integrative perspective of classroom ecology research.
Unit 2: The Spectrum of Teaching Styles and its premises
The developmental channels.
The mediation role of the cognitive channel.
The concept of the teaching style anatomy.
Particular characteristics of the two main sets of teaching styles: convergent and divergent styles.
Unit 3: Modes of Classroom Management
Successful principles and procedures of classroom management.
Management of academic and social classroom dimensions.

The lectures provide the systematization of the theoretical information. The practical lessons (theoretical-practical) are oriented to the analysis and reflection on the lecture subjects. For this effect, tasks based on the resolution of problems are carried out. These tasks imply commenting, considering and debating on the subjects (by the students). During these lessons, presentation and analysis of works are carried out. The contents, the subject content and the characteristics of the professional activities imply the promotion of collective work during the practical lessons to accomplish the formative evaluation tasks.
Continuous Assessment or Final Examination (Written and Oral Exams).
Continuous Assessment incorporates two tasks: (a) group essay presentation; and (b) a written test. The final grade results from the following formula: FG = [(Presentation + (2 x Test)] / 3.

Carreiro da Costa, F. (1991). "A investigação sobre a eficácia pedagógica." Inovação 4(1): 9-27.
Mosston, M. & Ashworth, S. (1986). Teaching physical education, 3rd ed, Columbus: Merrill.
Siedentop, D. (1991). Aprender a enseñar la educación física. Barcelona: INDE Publicaciones.
Onofre, M. (1995). Prioridades de formação didáctica em educação física. In Boletim SPEF, 12, 75-97.