Biology and Geology Teaching in the Secondary School University of Minho

Overview

The master of Biology and Geology Teaching in the Secondary School at University of Minho follows a first cycle of studies, organized according to the principles of the Bologna Process. In the 1st cycle of studies, a degree and credits in Biology and Geology are held; in the second stage, the master's degree aims directly at the professional qualification for teaching, integrating the following components: General educational formation; Training in the area of ??teaching; Specific didactics and Supervised Teaching Practice. These components comprise a set of CU, in which theoretical subjects that are central to the knowledge of the teacher of biology and geology in Basic and Secondary Education are theoretically approached and integrate in a transversal way, aspects of the components of Cultural, Social and Ethical Training and Research Methodologies. Educational. It seeks to respond to the professional demands that future masters will face, providing them with a broad view of the problems and contexts in which they will exercise their professional activity.Underlying all the CU of the course is the perspective of teaching socio-constructivist learning. Various teaching methodologies and techniques are valued, namely, individual and collaborative learning, project work, discussion methods, or the portfolio. The methodologies seek to bring the student closer to real work and research contexts, namely through the development of research and analysis/observation tasks.

Key learning outcomes

This Study Cycle aims to train Biology and Geology Teachers for the 3rd Cycle of Basic Education and for Secondary Education who are informed, critical and active professionals, capable of:

1. rebuild your thinking and action throughout life; to structure, monitor and evaluate socially relevant learning, within the framework of the integral development of individuals and their full inclusion in school and society;

2. incorporate methodologies guided by the principles of reflexivity, self-direction, creativity and innovation, giving prominence to research, not only as a source of knowledge but above all as a way of knowing and intervening;

3. develop a conscious, deliberate and responsible action in the context of professional practice.