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O presente Relatório de Estágio foi elaborado no âmbito da Unidade Curricular Prática de Ensino Supervisionada, que integra o 2.º ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico. Este documento procura evidenciar o percurso formativo da mestranda ao longo da PES, articulando os referenciais teóricos, legais e curriculares que sustentaram a sua prática pedagógica com uma reflexão crítica e sistemática sobre a ação.
A intervenção decorreu em dois contextos educativos distintos, junto de turmas do 3.º ano e do 5.º ano de escolaridade, do 1.º e 2.º Ciclos do Ensino Básico, respetivamente. O RE inclui a caracterização dos contextos educativos para dar corpo à análise reflexiva das práticas desenvolvidas em cada um destes ciclos de ensino. O texto reflete alguns dos processos e experiências vividos no período de estágio, resultando na reflexão sobre o crescimento profissional e pessoal da mestranda, articulando de forma constante a teoria e a prática.
Este Relatório de Estágio integra, ainda, uma dimensão investigativa, desenvolvida com alunos do 5.º ano, centrada na análise do impacto da gamificação, do uso de jogos e de uma Game Jam na autoconfiança dos alunos na aprendizagem da Matemática, procurando compreender de que forma estas estratégias contribuem para a participação e envolvimento dos alunos.
O documento é a marca tangível do fim de uma etapa marcada pela aprendizagem, pela colaboração e reflexão sobre a prática e pelo compromisso com uma docência intencional, próxima e humanizada. Ao longo deste percurso, tornou-se claro que a profissão docente constrói-se através das intervenções pedagógicas, das relações estabelecidas, das inseguranças superadas e das aprendizagens que permanecem. O título "As peças que faltavam: o jogo que me fez Professora" traduz precisamente a busca constante por “peças”, encontradas “jogo” após “jogo”, junto dos alunos, e que foram, progressivamente, fazendo da mestranda aquilo que é hoje.
This Internship Report was prepared as part of the curricular unit Supervised Teaching Practice, which is part of the second year of the Master’s Program in Teaching for the First Cycle of Basic Education and in Mathematics and Natural Sciences for the Second Cycle of Basic Education. This document aims to highlight the master’s student’s professional development throughout the Supervised Teaching Practice, linking the theoretical, legal, and curricular frameworks that underpinned her teaching practice with a critical and systematic reflection on her actions. The intervention took place in two distinct educational contexts: one with 3rd-grade and 5th-grade class in the 1st and 2nd Cycle of Basic Education, respectively. The Reflective Essay includes a description of the educational contexts to substantiate the reflective analysis of the practices developed in each of these educational cycles. The text reflects on some of the processes and experiences encountered during the teaching practicum, resulting in a reflection on the master’s student’s professional and personal growth, consistently linking theory and practice. This Internship Report also incorporates a research component, conducted with 5th-grade students, focused on analyzing the impact of gamification, the use of games, and a Game Jam on students’ self-confidence in learning mathematics, seeking to understand how these strategies contribute to student participation and engagement. This document is a tangible symbol of the end of a formative phase marked by learning, collaboration, and reflection on practice, as well as a commitment to intentional, student-centered, and humanized teaching. Throughout this journey, it has become clear that the teaching is built through pedagogical interventions, the relationships forged, the insecurities overcome, and the lessons that endure. The title “The Missing Pieces: The Game That Made Me a Teacher” accurately captures the constant search for “pieces,” found “game” after “game,” alongside the students, which gradually shaped the master’s student into who she is today.
This Internship Report was prepared as part of the curricular unit Supervised Teaching Practice, which is part of the second year of the Master’s Program in Teaching for the First Cycle of Basic Education and in Mathematics and Natural Sciences for the Second Cycle of Basic Education. This document aims to highlight the master’s student’s professional development throughout the Supervised Teaching Practice, linking the theoretical, legal, and curricular frameworks that underpinned her teaching practice with a critical and systematic reflection on her actions. The intervention took place in two distinct educational contexts: one with 3rd-grade and 5th-grade class in the 1st and 2nd Cycle of Basic Education, respectively. The Reflective Essay includes a description of the educational contexts to substantiate the reflective analysis of the practices developed in each of these educational cycles. The text reflects on some of the processes and experiences encountered during the teaching practicum, resulting in a reflection on the master’s student’s professional and personal growth, consistently linking theory and practice. This Internship Report also incorporates a research component, conducted with 5th-grade students, focused on analyzing the impact of gamification, the use of games, and a Game Jam on students’ self-confidence in learning mathematics, seeking to understand how these strategies contribute to student participation and engagement. This document is a tangible symbol of the end of a formative phase marked by learning, collaboration, and reflection on practice, as well as a commitment to intentional, student-centered, and humanized teaching. Throughout this journey, it has become clear that the teaching is built through pedagogical interventions, the relationships forged, the insecurities overcome, and the lessons that endure. The title “The Missing Pieces: The Game That Made Me a Teacher” accurately captures the constant search for “pieces,” found “game” after “game,” alongside the students, which gradually shaped the master’s student into who she is today.
Descrição
Palavras-chave
Prática de ensino supervisionada Identidade docente Reflexão Autoconfiança Supervised teaching practice Teacher identity Reflection Self-confidence
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação
Licença CC
Sem licença CC