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Advisor(s)
Abstract(s)
No âmbito da Unidade Curricular de Prática Educativa Supervisionada,
integrada no Mestrado de Ensino do 1.º e 2.º Ciclos do Ensino Básico, foi soli,
citado a elaboração de um relatório de estágio referente à Prática Educativa
preconizada nos contextos referidos anteriormente.
Nesta compreensão, a mestranda desenhou o esboço do seu percurso
profissional, sustentado num quadro teórico concetual e legal, com a intenção
de desenvolver saberes e competências na edificação de um perfil duplo na
profissão docente.
Neste sentido, a estudante recorreu à metodologia investigação-ação,
tornando-se esta, o pilar que apoiou a Prática Educativa desenvolvida,
proporcionando a articulação de saberes e atitudes orientadores, estando esta
envolvida, essencialmente, por quatro etapas essenciais: observação,
planificação, ação e reflexão/avaliação. Desta forma, os contextos de estágio
demonstraram-se como um importante foco de aprendizagem, em que o
processo de ensino-aprendizagem sustentava a intencionalidade educativa de
desenvolver a construção autónoma e integral de cada aluno.
Por fim, salienta-se a fundamental procura da formação profissional
contínua ao longo da vida, uma vez que o ensino é um constante desafio ao
profissional docente.
Within the Curricular Unit of Supervised Educational Practice, integrated in the Master Degree in Teaching 1st and 2nd Cycle of Basic Education, it was requested to write a traineeship report on the Educational Practice preconized in the contexts formerly referred. In this understanding, the graduate student drew the outline of her career, sustained in a conceptual and legal theoretical framework, with the intention to develop knowledge and skills in building a double profile in the teaching profession. Accordingly, the student turned to the research-action methodology, becoming this, the pillar that supported the developed pedagogical practice, providing the combination of knowledge and guiding attitudes of her Educational Practice, being this mainly involved by four essential steps: observation, planning, action and reflection/evaluation. This way, the contexts of the traineeship demonstrated themselves an important focus of the learning, in which the process of teaching-learning supported the educative intention of developing the full and autonomous formation of each student. Finally, it is highlighted the key demand of continuing professional training throughout life, since teaching is a constant challenge to the teaching profession.
Within the Curricular Unit of Supervised Educational Practice, integrated in the Master Degree in Teaching 1st and 2nd Cycle of Basic Education, it was requested to write a traineeship report on the Educational Practice preconized in the contexts formerly referred. In this understanding, the graduate student drew the outline of her career, sustained in a conceptual and legal theoretical framework, with the intention to develop knowledge and skills in building a double profile in the teaching profession. Accordingly, the student turned to the research-action methodology, becoming this, the pillar that supported the developed pedagogical practice, providing the combination of knowledge and guiding attitudes of her Educational Practice, being this mainly involved by four essential steps: observation, planning, action and reflection/evaluation. This way, the contexts of the traineeship demonstrated themselves an important focus of the learning, in which the process of teaching-learning supported the educative intention of developing the full and autonomous formation of each student. Finally, it is highlighted the key demand of continuing professional training throughout life, since teaching is a constant challenge to the teaching profession.
Description
Keywords
Ensino do 1.º Ciclo do Ensino Básico Ensino do 2.º Ciclo do Ensino Básico Investigação-Ação Processo de Ensino-Aprendizagem Teaching of the 1st cycle of basic education education of the 2nd cycle of Basic Education Research-Action Teaching-Learning Process
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação