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Abstract(s)
O presente Relatório de Estágio de qualificação profissional para a obtenção do
grau de mestre pretende dar a conhecer o processo de formação da mestranda no
Estágio no 1.º e no 2.º ciclos do Ensino Básico. Esta formação insere-se na Unidade
Curricular Integração Curricular: Prática Educativa e Relatório de Estágio, que integra
o plano de estudos do 2.º ano do Mestrado em Ensino do 1.º e 2.º Ciclo do Ensino
Básico. Este processo de construção permitiu o desenvolvimento de competências
consagradas no perfil geral e específico de desempenho do professor (Decretos-Lei
n.os 240 e 241 de 30 de agosto de 2011).
Ao longo da formação profissional foram imprescindíveis saberes científicos,
didáticos e pedagógicos sustentados por um enquadramento teórico-legal
consistente. Estes conhecimentos exigiram uma permanente indagação e reflexão
sobre a prática educativa, conduzindo a uma ação pedagógica que se pretende de
qualidade. A pesquisa, o estudo e a construção partilhada de saberes e experiências,
num primeiro momento com o par pedagógico, depois com o grupo de supervisão e
sobretudo com as crianças envolvidas no processo de ensino e aprendizagem foram
essenciais à concretização deste percurso pessoal e profissional.
O ciclo de ação pedagógica: observação, planificação, ação e reflexão, possibilitou
desenvolver, ao longo do corredor de formação, a capacidade de articulação de
saberes, entre ciclos, numa lógica de organização curricular integrada e coerente.
Consequentemente, a profissionalidade docente é resultado de momentos
vivenciados ao longo dos cinco anos de formação académica e da prática de ensino
supervisionada.
Vislumbra-se, um caminho exigente de aprendizagens contínuas que com
perseverança, esforço e dedicação, orientada pela motivação constante de querer
saber e fazer sempre mais e melhor, o sonho de ser professor tornar-se-á realidade.
The following internship report on the professional qualification to get a master's degree aims to provide a thorough account of the graduate student’s formation process during the internship in the 1st and 2nd cycles of basic education. This formation is part of the “Unidade Curricular Integração Curricular: Prática Educativa e Relatório de Estágio” which is included in the syllabus of the 2nd year of the Masters in Education of the 1st and 2nd cycles of basic education. This experience allowed the development of skills enshrined in the general and specific profile of teacher performance (Decrees nos.24 and 241 of August 30, 2011). The scientific, educational as well as the pedagogical knowledge which reflect the theoretical and legal framework that supports them were essential tools throughout the professional qualification. This knowledge demanded a day-to-day inquiry and reflection about the educational practice, which led to an effective quality teaching process. The research, the study and the shared construction of knowledge, at first with the pedagogical pair, later with the supervision’s group (on site supervisor and academic supervisor), and especially the children involved in the learning process, crucial to the acquisition of new learning techniques and teaching skills which contributed to a personal and professional development. The professional teaching and learning cycle: observation, planning, action and reflection, allowed the development of new skills and the competence of articulating knowledge between cycles in a logical’s coherents curricular organization. Consequently, the teaching professionalism are the result of a five year academic formation along with a supervised teaching practice. If envisions a demanding path of continuous learning with perseverance , effort and dedication , oriented by motivation for the want of constant learning and making more and better always , the dream of being reality teacher be- will be appreciated.
The following internship report on the professional qualification to get a master's degree aims to provide a thorough account of the graduate student’s formation process during the internship in the 1st and 2nd cycles of basic education. This formation is part of the “Unidade Curricular Integração Curricular: Prática Educativa e Relatório de Estágio” which is included in the syllabus of the 2nd year of the Masters in Education of the 1st and 2nd cycles of basic education. This experience allowed the development of skills enshrined in the general and specific profile of teacher performance (Decrees nos.24 and 241 of August 30, 2011). The scientific, educational as well as the pedagogical knowledge which reflect the theoretical and legal framework that supports them were essential tools throughout the professional qualification. This knowledge demanded a day-to-day inquiry and reflection about the educational practice, which led to an effective quality teaching process. The research, the study and the shared construction of knowledge, at first with the pedagogical pair, later with the supervision’s group (on site supervisor and academic supervisor), and especially the children involved in the learning process, crucial to the acquisition of new learning techniques and teaching skills which contributed to a personal and professional development. The professional teaching and learning cycle: observation, planning, action and reflection, allowed the development of new skills and the competence of articulating knowledge between cycles in a logical’s coherents curricular organization. Consequently, the teaching professionalism are the result of a five year academic formation along with a supervised teaching practice. If envisions a demanding path of continuous learning with perseverance , effort and dedication , oriented by motivation for the want of constant learning and making more and better always , the dream of being reality teacher be- will be appreciated.
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Keywords
Reflexão Construção partilhada Supervisão Profissionalidade docente Reflection Shared construction Supervision Professional teaching
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação