| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.89 MB | Adobe PDF |
Advisor(s)
Abstract(s)
No âmbito da Unidade Curricular de Prática Pedagógica Supervisionada,
parte integrante do plano de estudos do Mestrado em Educação Pré-escolar,
foi solicitada a elaboração do Relatório de Estágio que evidenciasse a prática e
a aprendizagem profissional desenvolvida nos contextos de Creche e de
Educação Pré-Escolar.
Neste sentido, a mestranda expõe o seu percurso nas duas valências, tendo
este permitido o conhecimento e posterior desenvolvimento de saberes e
competências em prol da construção e edificação de um perfil na profissão
docente, suportado por um quadro teórico e concetual.
A prática pedagógica da mestranda desenvolveu-se mediante uma
aproximação à metodologia de investigação-ação, assente sobre quatro etapas
fundamentais: observação, planificação, ação e reflexão/avaliação. Esta
metodologia, suporte basilar da sua prática, possibilita a articulação entre
saberes e atitudes, culminando numa co construção de saberes entre os
diversos atores envolvidos na prática pedagógica.
Os contextos e processos de estágio revelaram-se cruciais nos processos
educativos de qualidade na educação de infância, no que concerne ao
desenvolvimento de competências para a educação, constituindo estes, bases
importantes na formação docente.
Por fim, a mestranda está consciente que para responder aos desafios
advindos da sociedade atual, deve procurar a formação constante, atualizando
e desenvolvendo novas aprendizagens, quer a nível pessoal, quer a nível
profissional.
Within the Curricular Unit of Supervised Educational Practice, an integral part of the study plan of the Master's Degree in Pre-school Education, it was requested to write a traineeship report that highlighted the practice and professional learning developed in the contexts of Day care and Preschool Education. Accordingly, the graduate student exposes her path in both valences allowing this the knowledge and further development of knowledge and skills for the construction and formation of a profile in the teaching profession, supported by a conceptual and theoretical framework. The pedagogical practice of the graduate student has developed through an approach to the research-action methodology, based on four fundamental steps: observation, planning, action and reflection/evaluation. This methodology, primary support of her practice, allows the articulation between knowledge and attitudes, culminating in the construction of knowledge between the various actors involved in the pedagogical practice. The contexts and processes of the traineeship proved to be crucial in the educational processes of quality in the education of childhood with regard to the development of competences for education, forming therefore important bases in the teacher education. Finally, the graduate student is aware that to face the challenges ahead from the current society, she has to seek constant training, updating and developing new learning skills both at personal and professional level.
Within the Curricular Unit of Supervised Educational Practice, an integral part of the study plan of the Master's Degree in Pre-school Education, it was requested to write a traineeship report that highlighted the practice and professional learning developed in the contexts of Day care and Preschool Education. Accordingly, the graduate student exposes her path in both valences allowing this the knowledge and further development of knowledge and skills for the construction and formation of a profile in the teaching profession, supported by a conceptual and theoretical framework. The pedagogical practice of the graduate student has developed through an approach to the research-action methodology, based on four fundamental steps: observation, planning, action and reflection/evaluation. This methodology, primary support of her practice, allows the articulation between knowledge and attitudes, culminating in the construction of knowledge between the various actors involved in the pedagogical practice. The contexts and processes of the traineeship proved to be crucial in the educational processes of quality in the education of childhood with regard to the development of competences for education, forming therefore important bases in the teacher education. Finally, the graduate student is aware that to face the challenges ahead from the current society, she has to seek constant training, updating and developing new learning skills both at personal and professional level.
Description
Keywords
Creche Educação pré-escolar Investigação-ação Processos educativos de qualidade Daycare Preschool education Action research Quality of educational processes
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação