| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 41.43 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente Relatório de Estágio, elaborado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada, inserida no plano de estudos do 2.º ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico, constitui um requisito para admissão à prova pública e, consequentemente, para a obtenção do grau de Mestre. Ademais, tem como principal objetivo oferecer uma visão abrangente e reflexiva das experiências vivenciadas pela mestranda ao longo do seu percurso de formação inicial, evidenciando a construção dos conhecimentos científico e científico-pedagógico. Assim, conforme se constata, de imediato, pelo próprio título do relatório, confere-se destaque aos processos de observação e de reflexão, sublinhando a relação entre a teoria e a prática, que contribuiu, significativamente, para o desenvolvimento pessoal e profissional da futura docente. Ressalta-se, também, a importância da formação inicial e contínua de professores, da supervisão pedagógica e do trabalho colaborativo no atual contexto de contínuas mudanças, que pauta o século XXI. Além disso, por meio da análise das experiências educativas vividas, discutem-se aspetos essenciais da prática pedagógica, fundamentados em pressupostos teóricos relevantes no ensino. Logo, assumindo uma postura reflexiva, essencial no caminho para o crescimento profissional de qualquer docente, a mestranda evidencia os desafios, as potencialidades e as competências desenvolvidas (e a desenvolver) no período de prática educativa supervisionada. Neste relatório, graças à sua componente investigativa, procura-se, de igual forma, destacar que um docente deve ser, também, um investigador, ao criar uma relação entre a teoria e a prática, através da adoção da metodologia de investigação-ação. Deste modo, salientam-se os contributos da metodologia laboratório gramatical para o desenvolvimento da competência ortográfica de alunos do 1.º CEB, realçando-se a preponderância da aprendizagem pela descoberta e da reflexão (meta)linguística nos processos de ensino e de aprendizagem.
This lnternship Report, prepared under the Curricular Unit of Supervised Teaching Practice, inserted in the study plan of the 2nd year of the Master in Teaching of the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, is a requirement for admission to public evidence and, consequently, for obtaining the Master's degree. ln addition, its main objective is to offer a comprehensive and reflective view of the experiences experienced by the master's student throughout its initial training course, evidencing the construction of scientific and scientific-pedagogical knowledge. Thus, as the title of the report immediately shows, the processes of observation and reflection are highlighted, underlining the relationship between theory and practice, which contributed significantly for the personal and professional development of the future teacher. lt also emphasizes the importance of initial and continuous teacher training, pedagogical supervision and collaborative work in the current context of continuous changes, which guides the 21st century. ln addition, through the analysis of the educational experiences lived, essential aspects of pedagogical practice are discussed, based on relevant theoretical assumptions in teaching. Therefore, assuming a reflective posture, essential on the way to the professional growth of any teacher, the master's student highlights the challenges, the potentialities and the skills developed (and to be developed) in the period of supervised educational practice. ln this report, thanks to its investigative component, it is also sought to highlight that a teacher should also be a researcher, by creating a relationship between theory and practice, through the adoption of research-action methodology. Thus, the contributions of the methodology grammatical laboratory for the development of orthographic competence of students of the 1st CEB are highlighted, highlighting the preponderance of learning by discovery and metalinguistic reflection teaching and learning processes.
This lnternship Report, prepared under the Curricular Unit of Supervised Teaching Practice, inserted in the study plan of the 2nd year of the Master in Teaching of the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, is a requirement for admission to public evidence and, consequently, for obtaining the Master's degree. ln addition, its main objective is to offer a comprehensive and reflective view of the experiences experienced by the master's student throughout its initial training course, evidencing the construction of scientific and scientific-pedagogical knowledge. Thus, as the title of the report immediately shows, the processes of observation and reflection are highlighted, underlining the relationship between theory and practice, which contributed significantly for the personal and professional development of the future teacher. lt also emphasizes the importance of initial and continuous teacher training, pedagogical supervision and collaborative work in the current context of continuous changes, which guides the 21st century. ln addition, through the analysis of the educational experiences lived, essential aspects of pedagogical practice are discussed, based on relevant theoretical assumptions in teaching. Therefore, assuming a reflective posture, essential on the way to the professional growth of any teacher, the master's student highlights the challenges, the potentialities and the skills developed (and to be developed) in the period of supervised educational practice. ln this report, thanks to its investigative component, it is also sought to highlight that a teacher should also be a researcher, by creating a relationship between theory and practice, through the adoption of research-action methodology. Thus, the contributions of the methodology grammatical laboratory for the development of orthographic competence of students of the 1st CEB are highlighted, highlighting the preponderance of learning by discovery and metalinguistic reflection teaching and learning processes.
Description
Keywords
Prática de ensino supervisionada Investigação-ação Competência ortográfica Laboratório gramatical Reflexão (meta)linguística. Supervised teaching practice Action-research Spelling competence Grammatical laboratory (Meta)linguistic reflection
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação