| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.89 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente estudo, realizado no âmbito do Relatório Final de Estágio do
Mestrado em Ensino de Inglês no 1º CEB, teve como finalidade compreender a
importância da reflexão no processo de formação e na profissão docentes, bem
como a utilização da tecnologia nos processos colaborativos e reflexivos.
Teoricamente, o nosso estudo assenta na certeza de que a reflexão é uma das
competências essenciais no desenvolvimento da profissão e formação docente,
proporcionando aos professores oportunidades para o seu desenvolvimento,
tornando-os melhores e mais conscientes do seu papel numa escola (Oliveira &
Serrazina, 2014, p. 37) e de que a colaboração entre docentes visa uma partilha
de saberes, no sentido de se compreender da melhor forma a profissão
docente. Este estudo foi desenvolvido em contexto de Prática de Ensino
Supervisionada, sendo que a análise de dados da nossa investigação assenta na
perspetiva qualitativa com contornos da perspetiva etnográfica e da
investigação-ação, cuja análise de dados se sustenta numa metodologia
qualitativa com recurso à análise estatística, à análise documental e à análise
de conteúdo. Aplicámos estas metodologias na análise dos dados obtidos
através de inquéritos por questionário, dos diários de aprendizagem, de
impressões obtidas de uma conversação por chat e das nossas planificações das
unidades didáticas.
Detivemos algumas limitações no que concerne o desenvolvimento do
estudo. Deveriam ter sido implementados mais momentos de reflexão
conjunta online que não se concretizaram devido a condicionalismos de
espaço. Um outro constrangimento prende-se com a escrita de narrativas
autobiográficas, pois não foi possível aferir se é estimulada a escrita de
narrativas autobiográficas por parte das Instituições de Ensino Superior. Não
obstante, o nosso estudo revelou que a escrita reflexiva de um diário de
aprendizagem é de facto primordial num processo de autoconhecimento
metamorfósico, de formação e na profissão docente, assim como a colaboração
que, por sua vez, visa uma partilha incessante de conhecimentos onde “cada participante é equitativamente reconhecido e valorizado no seu pensamento,na sua experiência e nos seus contributos” (Canha, 2013, p. 62).
The present study, which took place in the scope of the Final Report of the Master Course in English Teaching in the 1st CEB, has as its finality understand the importance of the in the of teacher training, as well as the use of technology in collaborative and reflexive processes. Theoretically, our study is based on the certainty that reflection is one of the main competences in career development and teacher training, providing teachers with opportunities for their development, becoming the best and most aware of their role in school (Oliveira & Serrazina), 2014, p.37) and that a collaboration between teachers aims at a sharing of knowledge, in order to understand better what is a teacher and what does a teacher do. This study was developed in a context of supervised teaching practice, the data analysis of our research was based on qualitative analysis with emphasis on the ethnographic perspective and the research and action, using statistical analysis, document analysis and content analysis. We applied these methodologies in the analysis of data obtained through questionnaire surveys, learning diaries, impressions obtained from a chat conversation and our planning of the didactic units. There were detected some limitations in the development of the study. More moments of joint reflection should have been implemented and those did not happen due to space constraints. Another constraint is related with the writing of autobiographical narratives, because it was not possible to gauge if the writing of autobiographical narratives by the Institutions of Higher Education is stimulated. Nevertheless, our study revealed that the reflective writing of a learning diary is in fact a primordial tool in a process of metamorphosic self-knowledge, of formation and in the teaching profession, as well as the collaboration that, in turn, aims at an incessant sharing of knowledge where "each participant is equitably recognized and valued in his or her thinking, experience and contributions" (Canha, 2013, 62).
The present study, which took place in the scope of the Final Report of the Master Course in English Teaching in the 1st CEB, has as its finality understand the importance of the in the of teacher training, as well as the use of technology in collaborative and reflexive processes. Theoretically, our study is based on the certainty that reflection is one of the main competences in career development and teacher training, providing teachers with opportunities for their development, becoming the best and most aware of their role in school (Oliveira & Serrazina), 2014, p.37) and that a collaboration between teachers aims at a sharing of knowledge, in order to understand better what is a teacher and what does a teacher do. This study was developed in a context of supervised teaching practice, the data analysis of our research was based on qualitative analysis with emphasis on the ethnographic perspective and the research and action, using statistical analysis, document analysis and content analysis. We applied these methodologies in the analysis of data obtained through questionnaire surveys, learning diaries, impressions obtained from a chat conversation and our planning of the didactic units. There were detected some limitations in the development of the study. More moments of joint reflection should have been implemented and those did not happen due to space constraints. Another constraint is related with the writing of autobiographical narratives, because it was not possible to gauge if the writing of autobiographical narratives by the Institutions of Higher Education is stimulated. Nevertheless, our study revealed that the reflective writing of a learning diary is in fact a primordial tool in a process of metamorphosic self-knowledge, of formation and in the teaching profession, as well as the collaboration that, in turn, aims at an incessant sharing of knowledge where "each participant is equitably recognized and valued in his or her thinking, experience and contributions" (Canha, 2013, 62).
Description
Keywords
Reflexão Escrita Reflexiva Diário de Aprendizagem Colaboração Reflection Reflective Writing Learning Journal Collaboration
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação