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Authors
Abstract(s)
O presente relatório – requisito parcial para obtenção do grau de mestre em
Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico – reflete os
conhecimentos desenvolvidos, assentes num quadro teórico e concetual
construído ao longo do ciclo de estudos, e explana as aprendizagens
decorrentes da prática pedagógica supervisionada desenvolvida em nos
contextos de estágio: Educação Pré-Escolar e 1.º Ciclo do Ensino Básico.
Este foi erigido numa perspetiva de desenvolvimento pessoal e profissional,
promovendo uma postura indagadora e reflexiva face à prática educativa. Com
efeito, a mestranda teve como objetivo descrever, compreender e refletir
acerca do seu processo de formação relevando o desenvolvimento de
capacidades e competências substanciais à prática docente, e a construção de
aprendizagens que permitiram uma tomada de consciência do compromisso e
responsabilidade do papel do docente.
O período de estágio, a par das aulas da unidade curricular: Prática
Pedagógica Supervisionada apresentou-se como uma oportunidade fulcral
para o desenvolvimento e experimentação de métodos e estratégias,
questionando conceções e preconceitos inerentes ao processo de ensino e de
aprendizagem. Conforme a metodologia de investigação-ação, a ação da
mestranda desenvolveu-se ciclicamente, e de forma articulada, numa
perspetiva socio construtivista e holística do desenvolvimento, com enfoque na
criança. Também o processo colaborativo constituiu um processo eficaz na
elaboração e reflexão sobre a prática estimulando momentos de aprendizagem
e de recriação da prática. Assim, este mestrado contribuiu fortemente para a
construção da identidade profissional da futura docente.
Concludentemente, a conceção teórica e prática conseguida no decorrer dos
estágios, nos dois níveis educativos, iniciaram a edificação de uma postura
profissional, reflexiva e investigativa, reafirmando competências profissionais
e pessoais e valorando-se a formação ao longo da vida para aquele que se
constitui, nesta formação, um docente generalista.
The present report - partial requirement for Master's Degree in Pre Getting Education - School and Education 1st cycle of basic education - reflects the knowledge developed, based on a theoretical and conceptual framework built along the study cycle, and explains how learning resulting from the supervised teaching practice developed in a contexts of Education Pre - School and 1st cycle of basic education stages. This was written in a perspective of personal and professional development, promoting an inquiring and reflective attitude towards the education. Indeed, the graduate student was as objective to describe, understand and reflect about their formation process emphasizing her capacity of building substantial powers to the teaching practice, and the building of knowledge that shows the importance and responsibility of being a teacher. The internship period, along with the lessons of course: Supervised Teaching Practice was presented as a key opportunity for the development and testing of methods and strategies, questioning conceptions and prejudices inherent in the process of teaching and learning. According to the methodology of research-action, the action of the graduate student has developed cyclically, and articulated in a social constructive and global development perspective, focusing on the child. Also the collaborative process allowed the preparation and reflection about the practice, stimulating moments of learning and practice recreation. So this master has strongly contributed to the construction of the professional identity of the teaching future. Conclusively, the theory and practice achieved over the stages in both educational levels, started building a professional attitude, reflective and investigative, reaffirming professional and personal skills, and valuing the formation along the life, to one that is in this formation, a generalist teacher.
The present report - partial requirement for Master's Degree in Pre Getting Education - School and Education 1st cycle of basic education - reflects the knowledge developed, based on a theoretical and conceptual framework built along the study cycle, and explains how learning resulting from the supervised teaching practice developed in a contexts of Education Pre - School and 1st cycle of basic education stages. This was written in a perspective of personal and professional development, promoting an inquiring and reflective attitude towards the education. Indeed, the graduate student was as objective to describe, understand and reflect about their formation process emphasizing her capacity of building substantial powers to the teaching practice, and the building of knowledge that shows the importance and responsibility of being a teacher. The internship period, along with the lessons of course: Supervised Teaching Practice was presented as a key opportunity for the development and testing of methods and strategies, questioning conceptions and prejudices inherent in the process of teaching and learning. According to the methodology of research-action, the action of the graduate student has developed cyclically, and articulated in a social constructive and global development perspective, focusing on the child. Also the collaborative process allowed the preparation and reflection about the practice, stimulating moments of learning and practice recreation. So this master has strongly contributed to the construction of the professional identity of the teaching future. Conclusively, the theory and practice achieved over the stages in both educational levels, started building a professional attitude, reflective and investigative, reaffirming professional and personal skills, and valuing the formation along the life, to one that is in this formation, a generalist teacher.
Description
Keywords
Educação Investigação-ação Reflexão Papel docente Aprendizagem Education Research-action Reflection Teaching role Learning
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação