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Advisor(s)
Abstract(s)
O presente relatório foi redigido no âmbito da unidade curricular de Prática de Ensino
Supervisionada no contexto de Ensino de Inglês no 1º Ciclo do Ensino Básico. Esta
unidade teve como principal objetivo permitir a prática de ensino em Inglês com turmas
de 1º Ciclo e construção e desenvolvimento de saberes profissionais para a prática desta
ação docente.
Este estudo iniciou com objetivos precisos relativamente às práticas de
diferenciação, gestão eco-comportamental e CLIL, na sala de aula de Inglês do 1º Ciclo
do Ensino Básico. Através de uma primeira fase de observação, à priori do início da
Prática de Ensino Supervisionada, compreendi que os temas acima mencionados eram
relevantes alvos de investigação, na instituição em que estava integrada. Como tal,
foram definidos objetivos para o desenvolvimento deste estudo, de modo a
compreender as representações que existem quanto a diferenciação pedagógica
relativamente ao processo de ensino-aprendizagem, assim como a análise do manual de
Inglês do 1º Ciclo do Ensino Básico da instituição onde desenvolvi a minha Prática de
Ensino Supervisionada. De igual modo pretendi perceber se na sala de aula existem
práticas e recursos relacionados com as práticas de diferenciação. Relativamente à
abordagem CLIL, pretendia evidenciar quais os benefícios que esta apresenta na
formação do aluno.
Na realização deste estudo, optei por uma investigação qualitativa, uma vez que é a
que me permitia agilizar os instrumentos de investigação que tencionava utilizar,
nomeadamente as notas de campo, a análise de trabalhos e atividades práticas, a análise
do manual e o implementação e análise de um questionário a docentes de Inglês do 1º
Ciclo do Ensino Básico. A utilização desta metodologia de investigação possibilitou que
pudesse tecer a teoria e depois colocá-la em prática, para que pudesse alcançar os
objetivos propostos e responder às questões de investigação, sendo-me possível
assumir uma atitude de observadora como participante do estudo e realizar a recolha
dos dados e análise dos mesmos.
Os resultados adquiridos permitem comprovar que a diferenciação pedagógica está
presente na mente dos docentes, embora a prática desta não seja tão afluente,
enquanto que relativamente à gestão eco-comportamental se verifica um maior
desconhecimento do termo e de em que consiste. Relativamente ao CLIL, verifiquei que os alunos demonstram bastante interesse por atividades com esta abordagem, e que os
docentes a consideram útil e importante, mas não a única relevante.
This report was written for the curricular unit of Supervised Teaching Practice, contextualized in the Teaching of English in the 1st Cycle of Basic Education. This unit had as main goal to allow the practice of teaching English in classes of the 1st Cycle and to construct and develop professional knowledge to practice the teaching action. This study began with precise goals according to practices of differentiation, ecobehavioral management and CLIL, in the English class of the 1st Cycle of Basic Education. Through a first phase of observation, prior to the Supervised Teaching Practice, I understood that the above themes were very interesting to be investigated, given the institution I was in. As so, goals were defined to be developed during this study, to understand the representations that exist regarding pedagogical differentiation in the teaching-learning process, as well as the analysis of the coursebook of English of the 1st Cycle of Basic Education used in the institution where I developed my Supervised Teaching Practice. Likewise, I intended to understand if there are in the classroom practices and resources related to the practice of differentiation. Regarding the CLIL approach, I wanted to point out which benefits it presents in students education. During this investigation, I choose to adopt a qualitative investigation, since it allows me to use the instruments of investigation that I intended to use, namely the field notes, analyze practical activities and works, analyze the manual and the application and analysis of a questionnaire to teachers of English in the 1st Cycle of Basic Education. The usage of this methodology allowed me to understand the theory and then put it to practice, so that I could reach my goals and answer the investigative questions, which allowed me also to adopt an observant attitude as participant of the study and do the gather of data and analysis of the same. The collected results acknowledge me to testify that the pedagogical differentiation is present in the mind of the teachers, although putting it to practice is not much common, while the eco-behavioral management is not very known of the professionals, both in the concept and its purpose. About CLIL, I was able to confirm that, regarding students, they show a lot of interest in activities developed with this approach, and that teachers consider it useful and important, but not the only approach that should be considered relevant.
This report was written for the curricular unit of Supervised Teaching Practice, contextualized in the Teaching of English in the 1st Cycle of Basic Education. This unit had as main goal to allow the practice of teaching English in classes of the 1st Cycle and to construct and develop professional knowledge to practice the teaching action. This study began with precise goals according to practices of differentiation, ecobehavioral management and CLIL, in the English class of the 1st Cycle of Basic Education. Through a first phase of observation, prior to the Supervised Teaching Practice, I understood that the above themes were very interesting to be investigated, given the institution I was in. As so, goals were defined to be developed during this study, to understand the representations that exist regarding pedagogical differentiation in the teaching-learning process, as well as the analysis of the coursebook of English of the 1st Cycle of Basic Education used in the institution where I developed my Supervised Teaching Practice. Likewise, I intended to understand if there are in the classroom practices and resources related to the practice of differentiation. Regarding the CLIL approach, I wanted to point out which benefits it presents in students education. During this investigation, I choose to adopt a qualitative investigation, since it allows me to use the instruments of investigation that I intended to use, namely the field notes, analyze practical activities and works, analyze the manual and the application and analysis of a questionnaire to teachers of English in the 1st Cycle of Basic Education. The usage of this methodology allowed me to understand the theory and then put it to practice, so that I could reach my goals and answer the investigative questions, which allowed me also to adopt an observant attitude as participant of the study and do the gather of data and analysis of the same. The collected results acknowledge me to testify that the pedagogical differentiation is present in the mind of the teachers, although putting it to practice is not much common, while the eco-behavioral management is not very known of the professionals, both in the concept and its purpose. About CLIL, I was able to confirm that, regarding students, they show a lot of interest in activities developed with this approach, and that teachers consider it useful and important, but not the only approach that should be considered relevant.
Description
Keywords
Diferenciação pedagógica Gestão eco-comportamental CLIL Pedagogical differentiation Eco-behavioral management
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação