| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 780.65 KB | Adobe PDF |
Authors
Abstract(s)
No presente relatório de estágio a formanda reflete criticamente o seu
percurso de formação respeitante às unidades curriculares de Prática
Pedagógica Supervisionada na Educação Pré-Escolar e Prática Pedagógica
Supervisionada no 1.º Ciclo do Ensino Básico, sendo parte integrante do
Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
Assim, relevam-se os processos formativos em questão e evidencia-se a
metodologia de investigação-ação como suporte metodológico da construção de
saberes inerentes à profissionalidade docente, sendo que a prática pedagógica
constituiu, neste âmbito, um momento ímpar na formação e transformação de
representações do que é ser professor, na medida em que permitiu a articulação
entre a teoria e a prática, em contexto real, num período de tempo suficiente
para a formanda se tornar numa profissional de educação. Assim, surge como
principal objetivo da prática pedagógica o desenvolvimento de competências
profissionais sustentadas nos quatro pilares da educação: saber, saber-fazer,
saber- ser e saber-estar para saber ensinar a aprender. Este percurso foi
realizado em díade de formação, com o apoio da educadora/professora
cooperantes e supervisores institucionais. Deste modo, este mestrado
contribuiu fortemente para a construção de um perfil profissional que se integra
no desenho de uma identidade profissional docente.
In this work the graduate student critically reflects her path taken to her to her professional development while a student in the moments of Supervised Pedagogical Practice, amidst the courses of supervision on pre-school and elementary school education, as part of the Master’s Degree in Pre-School Education and Elementary School. All educational processes at issue, in this work, were based continuously on action-research process methods, as methodological support to construct knowledge related to the educational professionalism whereas Pedagogical Practice provides a unique moment in forming and transforming representations on what is being an educator and teacher in this field, in that provided coordination between theory and practice, in real backdrop, on an adequate time period so that the student could be able to develop herself as an education professional. Therefore, it arises the development of vocational skills as a main goal of Pedagogical Practice, held in the four pillars of education: know, do, live together and be, to know the way to teach how to learn. This path was taken sideways as a formation pair, along with the collaborative educator/teacher and institutional supervisors. This way this Master’s, strongly contributed to the evolution of a professional profile, as part of a professional identity profile designing.
In this work the graduate student critically reflects her path taken to her to her professional development while a student in the moments of Supervised Pedagogical Practice, amidst the courses of supervision on pre-school and elementary school education, as part of the Master’s Degree in Pre-School Education and Elementary School. All educational processes at issue, in this work, were based continuously on action-research process methods, as methodological support to construct knowledge related to the educational professionalism whereas Pedagogical Practice provides a unique moment in forming and transforming representations on what is being an educator and teacher in this field, in that provided coordination between theory and practice, in real backdrop, on an adequate time period so that the student could be able to develop herself as an education professional. Therefore, it arises the development of vocational skills as a main goal of Pedagogical Practice, held in the four pillars of education: know, do, live together and be, to know the way to teach how to learn. This path was taken sideways as a formation pair, along with the collaborative educator/teacher and institutional supervisors. This way this Master’s, strongly contributed to the evolution of a professional profile, as part of a professional identity profile designing.
Description
Keywords
Prática-pedagógica Investigação-ação Evolução profissional Pedagogical practice Action-research process Professional evolution
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação