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Advisor(s)
Abstract(s)
O presente relatório desenvolveu-se no âmbito da Unidade Curricular de
Prática Educativa Supervisionada, integrada no curso de Mestrado em
Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. Deste modo, tem
como principal propósito refletir e analisar criticamente o percurso da
mestranda tanto no contexto da Educação Pré-Escolar como do Ensino do 1º
Ciclo do Ensino Básico.
Durante este percurso desenvolveram-se competências profissionais e
pessoais que terão a sua máxima relevância, na construção do futuro
profissional docente. Para tal, adotou-se uma postura reflexiva e indagadora
mobilizando para a sua prática um quadro teórico e conceptual para sustentar
a prática desenvolvida em ambos os contextos. Assim, foram também
mobilizados alguns pressupostos presentes na metodologia de investigaçãoação
como, processos de observação, planificação, ação e constante reflexão.
As ações desenvolvidas necessitaram, numa primeira fase da
caracterização tanto do contexto de estágio, como do ambiente educativo de
ambos os contextos, no sentido de potenciar práticas significativas. Também
o trabalho desenvolvido em díade e em tríade promoveu momentos de
partilha e reflexão essenciais para a transformação na ação. No planeamento
teve-se sempre presente os interesse, as necessidades e curiosidades das
crianças. Todo o percurso se afigurou como mais uma etapa na formação ao
longo da vida, uma vez que a construção da identidade do profissional
docente ocorre dia-a-dia.
This report was developed within the scope of the curricular unit of supervised teaching practice of the master in pre-school education and teaching of 1st cycle of basic education. It’s main purpose is to reflect and critically analyse the master's student performance, both in the context of pre-school education and in 1st cycle of basic education. During this time, crucial professional and personal skills to teaching practice were developed. To this end, the student adopted a reflexive and inquiring approach, supporting her practice in a theoretical and conceptual pedagogical framework. Also a research methodology approach, such as observation procedures, planning, action and a constant reflection, was used. This period of supervised practice required initially, in order to provide activities that met the children needs alongside with the master requirements, the description of the supervised practice context and the characterization of the educational setting where the activities would be developed. The teamwork has promoted moments of sharing and reflection, which were very useful in the implementation of the programed activities. The activities design, was always present the children interests, needs and curiosities. The student considered this training period as an important further step forward to her teaching professional identity construction that will now continue to develop in her professional daily practice
This report was developed within the scope of the curricular unit of supervised teaching practice of the master in pre-school education and teaching of 1st cycle of basic education. It’s main purpose is to reflect and critically analyse the master's student performance, both in the context of pre-school education and in 1st cycle of basic education. During this time, crucial professional and personal skills to teaching practice were developed. To this end, the student adopted a reflexive and inquiring approach, supporting her practice in a theoretical and conceptual pedagogical framework. Also a research methodology approach, such as observation procedures, planning, action and a constant reflection, was used. This period of supervised practice required initially, in order to provide activities that met the children needs alongside with the master requirements, the description of the supervised practice context and the characterization of the educational setting where the activities would be developed. The teamwork has promoted moments of sharing and reflection, which were very useful in the implementation of the programed activities. The activities design, was always present the children interests, needs and curiosities. The student considered this training period as an important further step forward to her teaching professional identity construction that will now continue to develop in her professional daily practice
Description
Keywords
Prática Educativa Supervisionada Investigação-ação Criança Desenvolvimento Supervised Educational Practice Research-Action Child Development
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação