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Authors
Abstract(s)
O presente relatório de estágio surge no âmbito das unidades curriculares de Prática Pedagógica Supervisionada, nos contextos de Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, e sendo o eixo central da qualificação profissional tem como principal objetivo evidenciar o percurso formativo da futura professora. O desenvolvimento destas competências visa o enquadramento dos mestrandos nos Perfis de desempenho específicos de cada qualificação profissional para o educador de infância e professor do 1.º ciclo do ensino básico. A prática pedagógica implicou a utilização de uma metodologia que se inspirou na investigação-ação, na qual era tido como base etapas fundamentais para a integração no contexto educativo e construção da profissionalidade docente. Considerou-se fundamental a utilização do processo de planificação-ação-avaliação ao longo da prática, pois permitiu uma maior reflexão sobre a mesma.
A concretização da diferenciação pedagógica e da articulação de conteúdos ao longo da prática revelou-se essencial e em consonância com os referentes teóricos, permitiu uma maior adequação da ação e justificação das respetivas opções metodológicas. Pretende-se, assim, que o presente relatório constitua um instrumento de construção da identidade pessoal da mestranda, tendo em conta todos os momentos de reflexão e todo o processo colaborativo.
A Prática Pedagógica Supervisionada contribuiu para que a mestranda adquirisse mais competências para o seu futuro profissional e influenciou a sua visão sobre o ensino. Esta área implica uma investigação e atualização contínuas, nomeadamente, sobre as estratégias e os métodos de ensino que vão surgindo ao longo do tempo.
This internship report comes within the course units of Supervised Pedagogical Practice, in the context of pre-school education and education of the 1st cycle of basic education, and being the core of professional qualifications it aims to highlight the training path to the future teacher. The development of these skills aim at framing the masters in the Specific performance profiles of each professional qualification for the kindergarten teacher and teacher of the 1st cycle of basic education. The pedagogical practice involved the use of a methodology that was inspired by the research-action, in which was taken as a basis the fundamental steps for integration in the educational context and construction of the teaching profession. It was considered essential to use the planning-action-evaluation process throughout the practice, because it allowed further reflection on it. The implementation of the pedagogical differentiation and the articulation of contents along the practice was essential and in line with the theoretical references allowed a greater adaptation of the action and justification of the respective methodological options. It is intended, therefore, that this report constitutes a construction tool of the personal identity for the master, taking into account all the moments of reflection and all the collaborative process. The Supervised Pedagogical Practice contributed for the graduate student to acquire more skills for her future career and influenced her vision on teaching. This area requires continuous research and update, particularly of the strategies and teaching methods that emerge over time.
This internship report comes within the course units of Supervised Pedagogical Practice, in the context of pre-school education and education of the 1st cycle of basic education, and being the core of professional qualifications it aims to highlight the training path to the future teacher. The development of these skills aim at framing the masters in the Specific performance profiles of each professional qualification for the kindergarten teacher and teacher of the 1st cycle of basic education. The pedagogical practice involved the use of a methodology that was inspired by the research-action, in which was taken as a basis the fundamental steps for integration in the educational context and construction of the teaching profession. It was considered essential to use the planning-action-evaluation process throughout the practice, because it allowed further reflection on it. The implementation of the pedagogical differentiation and the articulation of contents along the practice was essential and in line with the theoretical references allowed a greater adaptation of the action and justification of the respective methodological options. It is intended, therefore, that this report constitutes a construction tool of the personal identity for the master, taking into account all the moments of reflection and all the collaborative process. The Supervised Pedagogical Practice contributed for the graduate student to acquire more skills for her future career and influenced her vision on teaching. This area requires continuous research and update, particularly of the strategies and teaching methods that emerge over time.
Description
Keywords
Educador de Infância Professor do 1.º Ciclo do Ensino Básico Articulação Reflexão Kindergarten Teacher Teacher of the 1st Cycle of Basic Education Articulation Reflection
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação