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Authors
Advisor(s)
Abstract(s)
O presente relatório de qualificação profissional foi elaborado no âmbito do
Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico,
tendo por base as práticas educativas desenvolvidas nos dois contextos de
estágio. Este documento perspetiva o quadro teórico-conceptual no qual se
desenvolveram os estágios, traça os contextos de estágios e destaca crítica e
refletidamente atividades desenvolvidas em ambos os contextos, assim como
fundamenta decisões da prática educativa, pelo que espelha todo o processo
formativo promotor de um desenvolvimento pessoal e profissional.
De relevar a metodologia de investigação-ação que sustentou o processo de
intervenção real e contribui para a melhoria crescente da prática pedagógica
pela observação, planificação, ação, avaliação e reflexão. Deste modo,
determinou um conhecimento profissional, imperioso para um profissional da
educação, na esteia da proximidade real, de uma ação mais profícua, envolvente
num processo reflexivo e colaborador que estimulou o paradigma
socioconstrutivista. Note-se que nas práticas desenvolvidas o processo de
observação foi uma ferramenta essencial para a planificação de intervenções
situadas no tempo, no espaço, nas características do grupo, com vista ao
desenvolvimento integral das crianças, tendo em linha de conta a promoção de
um ambiente pedagógico e didaticamente diferenciado e significativo. Este
aspeto foi crucial para a construção de uma prática sustentada, contextualizada
e significativa. O recurso a diversas estratégias, a possibilidade de intervenção
na escola e contactar com a comunidade educativa, a reflexão com o par
pedagógico e a professora cooperante, permitiram a construção de um perfil
docente de relação, proactivo, criativo e empreendedor.
This professional qualification report was prepared under the Master in Pre- School Education and Training of the 1st cycle of basic education, based on educational practices developed in stage two contexts. This document perspective the theoretical and conceptual framework in which developed stages, traces the contexts of stages and highlights critical and reflectively activities in both contexts, as well as based decisions of educational practice, which mirrors the entire training process promoter of a personal and professional development. To reveal the methodology of action research that supported the actual intervention process and contribute to the growing improvement of pedagogical practice by observation, planning, action, evaluation and reflection. Thus, he determined professional knowledge imperative for a professional education in the stela of real proximity, an action more fruitful, engaging in a reflective process and collaborator who encouraged the social constructivist paradigm. Note that the practices developed the observation process was an essential tool for planning situated interventions in time, in space, the group's characteristics, with a view to the full development of children, taking into account the promotion of an environment pedagogical and didactically differentiated and meaningful. This aspect was crucial for the construction of a sustained and significant practical contextualized. The use of various strategies, the possibility of intervention in school and contact with the educational community, the reflection with the pedagogical pair and cooperating teacher, allowed the construction of a teaching profile relationship, proactive, creative and enterprising.
This professional qualification report was prepared under the Master in Pre- School Education and Training of the 1st cycle of basic education, based on educational practices developed in stage two contexts. This document perspective the theoretical and conceptual framework in which developed stages, traces the contexts of stages and highlights critical and reflectively activities in both contexts, as well as based decisions of educational practice, which mirrors the entire training process promoter of a personal and professional development. To reveal the methodology of action research that supported the actual intervention process and contribute to the growing improvement of pedagogical practice by observation, planning, action, evaluation and reflection. Thus, he determined professional knowledge imperative for a professional education in the stela of real proximity, an action more fruitful, engaging in a reflective process and collaborator who encouraged the social constructivist paradigm. Note that the practices developed the observation process was an essential tool for planning situated interventions in time, in space, the group's characteristics, with a view to the full development of children, taking into account the promotion of an environment pedagogical and didactically differentiated and meaningful. This aspect was crucial for the construction of a sustained and significant practical contextualized. The use of various strategies, the possibility of intervention in school and contact with the educational community, the reflection with the pedagogical pair and cooperating teacher, allowed the construction of a teaching profile relationship, proactive, creative and enterprising.
Description
Keywords
Formação docente Investigação-Ação Articulação Curricular Educação Teacher training Research-Action Curriculum joint Education
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação