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Authors
Abstract(s)
A realização do presente relatório está prevista no Complemento Regular
Específico do Curso de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo
do Ensino Básico da Escola Superior de Educação do Politécnico do Porto.
Pretende espelhar os saberes adquiridos e vivenciados ao longo da Prática
Pedagógica Supervisionada na Educação Pré-Escolar e no 1.º Ciclo do Ensino
Básico e, também, os conhecimentos construídos ao longo da frequência das
várias unidades curriculares do mestrado supramencionado, e da Licenciatura
em Educação Básica. De facto, os conteúdos dos quais a mestranda se foi
apropriando contribuíram para a construção do seu perfil enquanto futura
profissional de educação, e para a criação da visão de educação que pretende
assumir.
O presente relatório demonstra, assim, a prática da mestranda, que se
norteou pela metodologia de investigação-ação, considerando o ciclo
observação-planificação-ação-reflexão-avaliação, atentando sempre na escuta
ativa da voz das crianças, procurando compreender as suas características,
necessidades e interesses. Para este delineamento constante, o papel da
reflexão foi fulcral, essencialmente pelo seu culminar na elaboração de um
portfólio, basilar para a criação do relatório que aqui se apresenta.
Para esta construção do perfil profissional ressalva-se ainda o papel da
supervisão e da colaboração propiciada pelo trabalho em díade com o par
pedagógico, pela possibilidade de desenvolvimento e crescimento pessoal que
oferecem através da partilha de saberes, opiniões e experiências, contribuindo,
em larga escala, para a delineação do que é, de facto, ser educador e professor.
The present work intends to highlight the knowledge and experience acquired by the candidate throughout the Supervised Pedagogical Practice in Preschool Education and 1st Basic Education Cycle. It also reflects on the knowledge acquired by attending the curricular units of the previously mentioned Master level course, as well as the bachelor in Education. In fact, all this content contributed decisively to the candidate’s process of building a profile, a vision and a sense of mission as a future professional in the field of Education. This report attempts to demonstrate the fundaments of the candidate’s practice, which was guided by the Action Research Methodology according to the observing-planning-acting-reflecting-assessing cycle, and taking into consideration the active listening of the children’s characteristics, needs and interests. In order to constantly work according to this methodology, it is important to highlight the crucial role of reflection, materialized in the making of one portfolios, which were the cornerstone for the creation of the here presented report. For the process of developing this professional profile were also significantly important the roles of supervision and intervision with the pedagogical peer. In both these contexts, the sharing of knowledge, opinions and experiences allowed a process of personal growth which revealed itself fundamental in defining the meaning of being an educator and a teacher.
The present work intends to highlight the knowledge and experience acquired by the candidate throughout the Supervised Pedagogical Practice in Preschool Education and 1st Basic Education Cycle. It also reflects on the knowledge acquired by attending the curricular units of the previously mentioned Master level course, as well as the bachelor in Education. In fact, all this content contributed decisively to the candidate’s process of building a profile, a vision and a sense of mission as a future professional in the field of Education. This report attempts to demonstrate the fundaments of the candidate’s practice, which was guided by the Action Research Methodology according to the observing-planning-acting-reflecting-assessing cycle, and taking into consideration the active listening of the children’s characteristics, needs and interests. In order to constantly work according to this methodology, it is important to highlight the crucial role of reflection, materialized in the making of one portfolios, which were the cornerstone for the creation of the here presented report. For the process of developing this professional profile were also significantly important the roles of supervision and intervision with the pedagogical peer. In both these contexts, the sharing of knowledge, opinions and experiences allowed a process of personal growth which revealed itself fundamental in defining the meaning of being an educator and a teacher.
Description
Keywords
Criança Reflexão Educação Desenvolvimento Profissional Child Reflection Education Professional Development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação