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Abstract(s)
O presente relatório de estágio, parte integrante da Prática Educativa Supervisionada, apresenta-se como requisito para a obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, mestrado que habilita para um perfil duplo de formação, definido pelo Decreto-Lei nº 79/2014, de 14 de maio. Este documento constitui-se como síntese do percurso e das ações desenvolvidas nos contextos de estágio a que habilita o referido mestrado. O processo foi sustentado por saberes pedagógicos, didáticos, contextuais, teóricos e legais que, por sua vez, através da coconstrução em díade de formação promoveu um desenvolvimento mais rico e plural, num ciclo supervisivo que integrou a observação, planificação, ação e reflexão. A metodologia de investigação-ação favoreceu a transformação das práticas educativas e o desenvolvimento de um perfil docente livre e autónomo nos processos de investigação, observação e reflexão. Assim, na intervenção privilegiou-se a Metodologia de Trabalho por Projeto por valorizar o papel ativo da criança na procura de respostas aos seus problemas implicando a construção do seu próprio processo de aprendizagem. Com a participação neste mestrado e na Prática de Ensino Supervisionada salienta-se o crescimento exponencial das competências fulcrais para a futura docente de perfil duplo para iniciação à prática educativa e na construção da identidade profissional. É de salientar todo o processo colaborativo em díade e em equipa educativa que possibilitaram interações, partilha de experiências e novas aprendizagens que contribuíram significativamente para o crescimento pessoal e profissional.
The present internship report, integrative part of Supervised Teaching Practice, is a requirement for obtaining the degree of Master in Pre-School and Primary School Teaching, master that enables a double training profile, defined by Decreto-Lei nº 79/2014, in March 14th. This document constitutes a synthesis of the track and developed actions in the context of the internship to which the referred master’s degree entitles. The process was supported by pedagogical, didactic, contextual, theoretical, and legal knowledge which, in turn, through the double training co-construction, promoted a richer and plural development, in a supervisory cycle that integrated observation, planning, action and reflection. The research-action methodology favoured the transformation of educational practices and the development of a free and autonomous teaching profile in the processes of research, observation, and reflection. Thus, in the intervention, the Work by Project Methodology was preferred as it values the active role of the child in the search for answers to their problems, implying the construction of their own learning process. With the participation in this master's degree and in the Supervised Teaching Practice, it is highlighted the exponential growth of the core competencies for the future dual-profile teacher for the initiation into educational practice and the construction of professional identity. It is worth noting the collaborative process in dyad and in educational team that allowed interactions, sharing experiences and new learnings that significantly contributed to personal and professional growth.
The present internship report, integrative part of Supervised Teaching Practice, is a requirement for obtaining the degree of Master in Pre-School and Primary School Teaching, master that enables a double training profile, defined by Decreto-Lei nº 79/2014, in March 14th. This document constitutes a synthesis of the track and developed actions in the context of the internship to which the referred master’s degree entitles. The process was supported by pedagogical, didactic, contextual, theoretical, and legal knowledge which, in turn, through the double training co-construction, promoted a richer and plural development, in a supervisory cycle that integrated observation, planning, action and reflection. The research-action methodology favoured the transformation of educational practices and the development of a free and autonomous teaching profile in the processes of research, observation, and reflection. Thus, in the intervention, the Work by Project Methodology was preferred as it values the active role of the child in the search for answers to their problems, implying the construction of their own learning process. With the participation in this master's degree and in the Supervised Teaching Practice, it is highlighted the exponential growth of the core competencies for the future dual-profile teacher for the initiation into educational practice and the construction of professional identity. It is worth noting the collaborative process in dyad and in educational team that allowed interactions, sharing experiences and new learnings that significantly contributed to personal and professional growth.
Description
Keywords
Transformação das práticas educativas Construção da identidade profissional Metodologia de investigação-ação Perfil duplo de formação Transformation of educational practices Construction of professional identity Research-action methodology Dual training profile
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação