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Abstract(s)
O presente Relatório de Estágio (RE) surge no âmbito da Unidade Curricular (UC) de Prática de Ensino Supervisionada (PES), que se encontra no plano de estudos do Mestrado em Ensino do 1º Ciclo do Ensino Básico (1ºCEB) e de Matemática e Ciências Naturais do 2º Ciclo do Ensino Básico (2ºCEB).
Este documento procura descrever o processo da formação da mestranda durante a PES e permite a habilitação para a docência nas áreas supracitadas. Na elaboração deste RE foram mobilizados no âmbito da ação, pressupostos teóricos e legais que suportam a prática educativa e pedagógica da mestranda. Toda esta prática possibilitou a construção da identidade profissional e transformação dos saberes da mestranda.
Durante a PES, a mestranda contactou com dois ciclos de ensino distintos, o 1ºCEB e o 2ºCEB, nos quais teve a oportunidade de implementar diferentes estratégias e explorar vários recursos, adequados às características de cada um dos contextos. Para além disso, a mestranda desenvolveu a sua PES em dois tipos de modalidade de ensino: o ensino presencial e o Ensino a Distância (E@D).
Neste documento, face a uma metodologia de investigação-ação, apresenta-se um capítulo referente à dimensão investigativa, em formato de artigo científico, onde se procurou averiguar de que forma a gamificação estimula o interesse e a motivação dos alunos; contribui para o desenvolvimento da comunicação em pequeno e grande grupos; promove o trabalho colaborativo. Esta investigação, proporcionou à mestranda um conhecimento científico e pedagógico sobre a gamificação.
Para compreender o impacto que a gamificação teria no grupo de alunos, a mestranda recorreu a diferentes instrumentos de recolha de dados, tais como: narrações multimodais, grelhas de observação, um inquérito por questionários aos alunos e uma entrevista à professora titular. Os dados recolhidos foram analisados e ajudaram a mestranda a dar resposta às suas questões de investigação, bem como, permitiram verificar se os objetivos delineados foram ou não atingidos. Esta conclusão é suportada pelo facto da maioria dos inqueridos ter concordado que as estratégias gamificadas estimulam a motivação e o interesse dos discentes.
Com a conclusão do Relatório de Estágio, a mestranda encontra-se A um passo de Ser Professora.
This Internship Report is part of the Supervised Teaching Practice curricular unit, which is part of the study plan of the Master's Degree in Teaching in the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. This document seeks to describe the process of the master's student's training during the Supervised Teaching Practice and allows her to qualify for teaching in the above-mentioned areas. In the elaboration of this internship report, theoretical and legal assumptions that support the master's educational and pedagogical practice were mobilized in the scope of action. All this practice enabled the construction of the master's professional identity and the transformation of the master's student's knowledge. During the Supervised Teaching Practice, the student had contact with two different teaching cycles, the 1st and 2nd cycles, in which she had the opportunity to implement different strategies and explore several resources, appropriate to the characteristics of each of the contexts. In addition, the student developed her Supervised Teaching Practice in two types of teaching modality: face-to-face teaching and distance learning. In this document, considering an action-research methodology, a chapter is presented referring to the investigative dimension, in the format of a scientific article, which sought to investigate how gamification stimulates student interest and motivation; contributes to the development of communication in small and large groups; and promotes collaborative work. This research provided the student with scientific and pedagogical knowledge about gamification. To understand the impact that gamification would have on that group of students, the student used different data collection tools, such as multimodal storytelling, observation grids, a questionnaire survey to students and an interview with the head teacher. The data collected was analyzed and helped the student to answer her research questions, as well as to verify whether or not the outlined objectives were met. This conclusion is supported by the fact that most respondents agreed that gamified strategies stimulate students' motivation and interest. With the conclusion of the Internship Report, the master’s student is One step away from Being a Teacher.
This Internship Report is part of the Supervised Teaching Practice curricular unit, which is part of the study plan of the Master's Degree in Teaching in the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. This document seeks to describe the process of the master's student's training during the Supervised Teaching Practice and allows her to qualify for teaching in the above-mentioned areas. In the elaboration of this internship report, theoretical and legal assumptions that support the master's educational and pedagogical practice were mobilized in the scope of action. All this practice enabled the construction of the master's professional identity and the transformation of the master's student's knowledge. During the Supervised Teaching Practice, the student had contact with two different teaching cycles, the 1st and 2nd cycles, in which she had the opportunity to implement different strategies and explore several resources, appropriate to the characteristics of each of the contexts. In addition, the student developed her Supervised Teaching Practice in two types of teaching modality: face-to-face teaching and distance learning. In this document, considering an action-research methodology, a chapter is presented referring to the investigative dimension, in the format of a scientific article, which sought to investigate how gamification stimulates student interest and motivation; contributes to the development of communication in small and large groups; and promotes collaborative work. This research provided the student with scientific and pedagogical knowledge about gamification. To understand the impact that gamification would have on that group of students, the student used different data collection tools, such as multimodal storytelling, observation grids, a questionnaire survey to students and an interview with the head teacher. The data collected was analyzed and helped the student to answer her research questions, as well as to verify whether or not the outlined objectives were met. This conclusion is supported by the fact that most respondents agreed that gamified strategies stimulate students' motivation and interest. With the conclusion of the Internship Report, the master’s student is One step away from Being a Teacher.
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Keywords
Prática de ensino supervisionada Construção da identidade profissional Investigação-ação Gamificação Supervised teaching practice Construction of the master´s professional identity Action-research Gamification
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação