| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 6.16 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O relatório de estágio que aqui se apresenta integra-se na unidade
curricular Integração Curricular: Prática Educativa e Relatório de Estágio
integrante do ciclo de estudos do Mestrado em Ensino do 1º e 2º Ciclo do
Ensino Básico. Pretendeu-se com ele, analisar reflexivamente o percurso de
desenvolvimento profissional da professora estagiária, concretizado no 2ºCiclo
do Ensino Básico da Escola Pêro Vaz de Caminha e no 1º Ciclo do Ensino
Básico da Escola EB1/JI dos Miosótis pertencentes ao Agrupamento de
Escolas Pêro Vaz de Caminha.
A prática pedagógica supervisionada em complemento com os saberes
aprofundados, partilhados e desenvolvidos nas várias unidades curriculares
que compõem o ciclo de estudos do mestrado, contribuíram para o
desenvolvimento de competências profissionais, tais como, a construção de
uma atitude profissional investigativa e reflexiva; a articulação entre saberes
teóricos e a prática pedagógica; o saber pensar e agir nos contextos; a co
construção de saberes profissionais junto da comunidade educativa; e a
planificação de atividades promotoras de aprendizagens significativas e
diversificadas. Destacam-se as caraterísticas da metodologia de Investigação-
Ação como orientadoras do desenvolvimento da prática pedagógica
supervisionada, sendo promotoras de um processo que permitiu a professora
estagiária analisar as suas práticas de uma forma sistemática e aprofundada.
Como tal, a prática pedagógica foi baseada em ciclos que alternaram entre a
observação, planificação, ação e reflexão crítica basilares para a construção de
uma identidade profissional docente.
The internship report presented here is part of the Course Curriculum Integration: Educational Practice and internship Report cycle integrated in the Masters in Education from the 1st and 2nd Cycle of Basic Education. The aim for this report was to; reflexively analyze the route of the professional trainee teacher development, implemented in 2nd Cycle of Basic Education School Pêro Vaz de Caminha and the 1st Cycle of Basic Education in EB1 / JI Miosótis belonging to the Group of Schools Pêro Vaz de Caminha. The Supervised Teaching Practice in addition to the deep knowledge, shared and developed in several courses that is part of the master's studies cycle knowledge, contributed to the development of professional skills, such as building a professional investigative and reflective attitude; the relationship between theoretical knowledge and pedagogical practice; learn to think and act in contexts; co build professional knowledge within the educational community; planning activities in order to promote meaningful and diversified learning. We highlight the features of the methodology of action research as guiding the development of supervised teaching practice, and facilitating a process that allowed the intern to analyze her practices in a systematic and thorough manner. As such, the pedagogical practice was based on cycles that alternated between observation, planning, action and critical reflection essential to the construction of a professional identity.
The internship report presented here is part of the Course Curriculum Integration: Educational Practice and internship Report cycle integrated in the Masters in Education from the 1st and 2nd Cycle of Basic Education. The aim for this report was to; reflexively analyze the route of the professional trainee teacher development, implemented in 2nd Cycle of Basic Education School Pêro Vaz de Caminha and the 1st Cycle of Basic Education in EB1 / JI Miosótis belonging to the Group of Schools Pêro Vaz de Caminha. The Supervised Teaching Practice in addition to the deep knowledge, shared and developed in several courses that is part of the master's studies cycle knowledge, contributed to the development of professional skills, such as building a professional investigative and reflective attitude; the relationship between theoretical knowledge and pedagogical practice; learn to think and act in contexts; co build professional knowledge within the educational community; planning activities in order to promote meaningful and diversified learning. We highlight the features of the methodology of action research as guiding the development of supervised teaching practice, and facilitating a process that allowed the intern to analyze her practices in a systematic and thorough manner. As such, the pedagogical practice was based on cycles that alternated between observation, planning, action and critical reflection essential to the construction of a professional identity.
Description
Keywords
Educação Reflexão Desenvolvimento profissional Co-construção de saberes Education Reflection Professional development co construction of knowledge
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação