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Abstract(s)
O presente relatório de estágio surge no âmbito da Unidade Curricular de Prática de Ensino
Supervisionada (PES) integrada no plano de estudos do mestrado em Ensino do 1º Ciclo do
Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2º Ciclo do Ensino Básico (CEB).
Espelha o trabalho desenvolvido na Prática Educativa Supervisionada (PES), unidade curricular
que facilita a mobilização de conceitos teóricos na prática educativa e a construção de saberes
da práxis que revelam conhecimentos científicos, pedagógicos e didáticos, técnicos e
experienciais. A intervenção em estágio desenvolveu-se num processo de par de formação
nos dois níveis de ensino, junto de professores cooperantes e supervisores institucionais.
Teve como base a metodologia de investigação-ação, num processo cíclico de observação, planificação, ação e reflexão no sentido da transformação e melhoramento da prática educativa. Integrou um projeto de investigação desenvolvido no 1º CEB “Jogos matemáticos:
uma abordagem analógica e digital” decorrente de uma necessidade da turma cooperante e de uma rotina da prática educativa do professor cooperante. A PES contribuiu para a qualificação de um docente de perfil duplo, que refletiu e interveio nos dois níveis de ensino.
This internship report falls under the purview of the Curricular Unit of Supervised Teaching Practice (PES) integrated into the study plan of the master’s degree, encompassing both the 1 st Cycle of Basic Education (CEB) and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education (CEB). This report encapsulates all the work undertaken by the master’s student over the past year, encompassing theoretical and scientific construction, as well as technical work serving as a foundation for professionalism teaching. The culminations of the extensive work, primarily in two internship contexts, resulted from collaborative efforts between the days, supervising teachers, guiding teachers, cooperating teachers and pedagogical partner. This collective effort evolved into an action investigation aimed at refining education practices across the entire cycle: observation, planning, action, and reflection. Additionally, it involved the development of an investigative process focusing chiefly on each child’s logical reasoning. This comprehensive process facilitated the construction of new knowledge, skills, and attitudes in the master’s student, empowering them to assume the role of teaching with autonomy and significant responsibility.
This internship report falls under the purview of the Curricular Unit of Supervised Teaching Practice (PES) integrated into the study plan of the master’s degree, encompassing both the 1 st Cycle of Basic Education (CEB) and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education (CEB). This report encapsulates all the work undertaken by the master’s student over the past year, encompassing theoretical and scientific construction, as well as technical work serving as a foundation for professionalism teaching. The culminations of the extensive work, primarily in two internship contexts, resulted from collaborative efforts between the days, supervising teachers, guiding teachers, cooperating teachers and pedagogical partner. This collective effort evolved into an action investigation aimed at refining education practices across the entire cycle: observation, planning, action, and reflection. Additionally, it involved the development of an investigative process focusing chiefly on each child’s logical reasoning. This comprehensive process facilitated the construction of new knowledge, skills, and attitudes in the master’s student, empowering them to assume the role of teaching with autonomy and significant responsibility.
Description
Keywords
Prática de ensino supervisionada Matemática Ciências naturais Formação inicial docente Jogos didáticos Supervised teaching practice Capabilities Logical reasoning Teaching Didactic games
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação