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Abstract(s)
No âmbito do plano de estudos do Mestrado em Educação Pré-Escolar da Escola Superior de Educação do Porto, foi solicitado à mestranda um relatório que versasse sobre o seu estágio como parte integrante da Unidade Curricular de Prática Educativa Supervisionada II. Assim sendo, o relato evidencia o percurso académico da mestranda, quer a nível profissional quer a nível pessoal, nas valências de Creche e Educação Pré-Escolar. Nesta linha de pensamento, a mestranda expõe o seu percurso e experiências que possibilitaram e potenciaram a construção de saberes e a aquisição de competências, que lhe permitiram construir o seu perfil profissional, alicerçado num leque de referenciais teóricos e legais A mestranda desenvolveu a sua prática educativa usando uma aproximação à Investigação-Ação, uma metodologia que é levada a cabo em quatro etapas: observação, planificação, ação e reflexão/avaliação. Esta metodologia facilita a articulação entre saberes e atitudes, construída pelos diferentes atores envolvidos na prática pedagógica. Os contextos educativos e os processos de estágio são elementos chave na formação docente e revelaram-se fundamentais nos processos educativos de qualidade na educação de infância, auxiliando o desenvolvimento de competências para a educação. A mestranda tem plena consciência que para dar resposta aos desafios atuais, fruto das constantes alterações sociais, deve investir na sua formação contínua, com o intuito de se manter atualizada e desenvolver novas competências, profissionais e pessoais.
Trainees taking part in the Pre-Primary Education master’s program at Porto School of Higher Education are asked to prepare a report on their internship as part of the subject Supervised Training Practice. This report would set out the master’s student’s academic path and the apprenticeship she completed based on both professional and personal findings in the fields of nursery and pre-primary education. Within this framework of thought, the master’s student has to demonstrate her academic path and the experiences which contributed to and enhanced both the construction of knowledge and the acquisition of skills which enabled her to build a developing professional profile based on a wide range of theoretical and conceptual references. The master’s student developed her educational practice using Action Research, a methodology carried out in four steps: observation, planning, action and reflection/assessment. This methodology facilitates the interrelation of knowledge and attitudes constructed by the different actors involved in pedagogical practice. Key elements in the teacher’s training are the educational context and the internship process, which have proven to be essential in high quality education systems in kindergarten education by fostering the development of educational skills. The master’s student is fully aware that, in order to respond to the current challenges due to the ongoing societal changes, she must invest in her ongoing professional development to keep up-to-date and develop both her professional and personal skills.
Trainees taking part in the Pre-Primary Education master’s program at Porto School of Higher Education are asked to prepare a report on their internship as part of the subject Supervised Training Practice. This report would set out the master’s student’s academic path and the apprenticeship she completed based on both professional and personal findings in the fields of nursery and pre-primary education. Within this framework of thought, the master’s student has to demonstrate her academic path and the experiences which contributed to and enhanced both the construction of knowledge and the acquisition of skills which enabled her to build a developing professional profile based on a wide range of theoretical and conceptual references. The master’s student developed her educational practice using Action Research, a methodology carried out in four steps: observation, planning, action and reflection/assessment. This methodology facilitates the interrelation of knowledge and attitudes constructed by the different actors involved in pedagogical practice. Key elements in the teacher’s training are the educational context and the internship process, which have proven to be essential in high quality education systems in kindergarten education by fostering the development of educational skills. The master’s student is fully aware that, in order to respond to the current challenges due to the ongoing societal changes, she must invest in her ongoing professional development to keep up-to-date and develop both her professional and personal skills.
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Keywords
Creche Educação Pré-Escolar Metodologia de Investigação-Ação Processos Educativos de Qualidade Nursery Pre-Primary Education Action Research Methodology High Quality Education Systems
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação