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Authors
Advisor(s)
Abstract(s)
O presente relatório reflete o percurso de formação inicial realizado no
âmbito do Mestrado em Educação Pré-escolar, nomeadamente a ação
pedagógica desenvolvida em contexto, enquadrada na Unidade Curricular
Prática Educativa Supervisionada. Assim, este evidencia as aprendizagens
concretizadas e as competências adquiridas pela mestranda, bem como as
aprendizagens desenvolvidas pelas crianças, numa perspetiva coconstrutiva
do processo de ensino e aprendizagem.
Nesta perspetiva, o relatório incorpora, para além do enquadramento
teórico e legal e da caraterização dos contextos educativos, uma componente
de análise e reflexão acerca da intervenção realizada, sustentada e
fundamentada pela mobilização dos pressupostos teórico-práticos. E, por fim,
um momento de reflexão interior acerca do caminho percorrido. Importa
referir, ainda, que a ação desenvolvida teve como linha orientadora as
finalidades e objetivos determinados pela unidade curricular em questão,
potenciando a aquisição de competências e o desenvolvimento da identidade
profissional do(a) educador(a) de infância.
Concomitantemente, menciona-se o caráter investigativo em contexto de
prática educativa, preconizando as linhas orientadoras da metodologia de
investigação-ação que se assume preponderante na construção e
desenvolvimento do perfil específico da mestranda em formação.
Em suma, importa destacar que a prática educativa supervisionada se
concretiza na valência de creche e em contexto da educação pré-escolar,
abarcando as diversas especificidades de ambas com a perspetiva do
desenvolvimento de uma educação de infância de qualidade.
This report reflect on the progression of initial training undertaken in the scope of the Master Programme in Preschool Education, namely the pedagogic action carried out in this context and framed within the course “Supervised Educational Practice”. Thus, the report shows the learnings materialised and the skills attained by the Master student, as well as the learnings developed by the children, in a co-constructive perspective of the teaching and learning process. In this perspective, the report includes - besides the theoretical and legal framework and the characterisation of the educational contexts - an analysis and reflection on the intervention that has been carried out. This analysis is based and founded on the mobilisation of the theoretical and practical presumptions. Lastly, it also includes inner-reflection remarks on the path taken by the Master student. It is also important to note that the purposes and goals established by the aforementioned course have been the guidelines for the action carried through by the Master student. This has potentiated the attainment of skills and the development of the kindergarten teacher’s professional identity. Simultaneously, the research orientation in the context of educational practice is mentioned, which puts forward the guidelines for the researchaction methodology. This has revealed itself to be paramount in the construction and development of the specific profile of the Master student. All in all, it is important to emphasise that the supervised educational practice materialises in the daycare and in the context of preschool education, comprising the different specificities of both of them with the perspective of the development of a good-quality preschool education.
This report reflect on the progression of initial training undertaken in the scope of the Master Programme in Preschool Education, namely the pedagogic action carried out in this context and framed within the course “Supervised Educational Practice”. Thus, the report shows the learnings materialised and the skills attained by the Master student, as well as the learnings developed by the children, in a co-constructive perspective of the teaching and learning process. In this perspective, the report includes - besides the theoretical and legal framework and the characterisation of the educational contexts - an analysis and reflection on the intervention that has been carried out. This analysis is based and founded on the mobilisation of the theoretical and practical presumptions. Lastly, it also includes inner-reflection remarks on the path taken by the Master student. It is also important to note that the purposes and goals established by the aforementioned course have been the guidelines for the action carried through by the Master student. This has potentiated the attainment of skills and the development of the kindergarten teacher’s professional identity. Simultaneously, the research orientation in the context of educational practice is mentioned, which puts forward the guidelines for the researchaction methodology. This has revealed itself to be paramount in the construction and development of the specific profile of the Master student. All in all, it is important to emphasise that the supervised educational practice materialises in the daycare and in the context of preschool education, comprising the different specificities of both of them with the perspective of the development of a good-quality preschool education.
Description
Keywords
Educação Creche Pré-escolar Formação Education Daycare Preschool Training
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação