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Abstract(s)
O presente relatório concerne um complemento da Unidade Curricular Prática Educativa Supervisionada e designa-se como uma condição necessária para a aquisição do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico (DL nº 79/2014, de 14 de maio). Neste documento estão contemplados os referentes teóricos e legais que sustentaram todo o percurso formativo que, associados à prática em si, promoveram a construção de saberes profissionais de perfil duplo, iniciando a mestranda, desta forma, a sua identidade profissional docente. Aluda-se, também, ao facto de no mesmo serem registadas as experiências vividas nos dois contextos de educação formal aliados à reflexão crítica e fundamentada da mesma.
No decorrer da sua prática a mestranda teve especial atenção à metodologia de Investigação-Ação (IA), enquanto processo que fomenta um olhar crítico e reflexivo das suas próprias práticas educativas, de uma forma sistemática e aprofundada, no sentido da transformação e melhoria da qualidade dos processos formativos. A espiral de observação, planificação, ação, reflexão e avaliação consistiram no suporte de uma ação contínua que proporcionou experiências de planificação, ensino e avaliação, de acordo com as funções docentes de modo contextualizado e situado.
No presente relatório será, ainda, explanado a relevância do trabalho cooperativo e colaborativo entre a díade, os docentes cooperantes, as supervisoras profissionais e as crianças que consentiram o desenvolvimento de práticas educativas contextualizadas, criativas, significativas e diferenciadoras. De referir que estas práticas além de promoveram o desenvolvimento holístico das crianças, favoreceram o desenvolvimento pessoal e profissional da mestranda.
This report is a complement of the curricular unit Supervised Educational Practice and is designated as a necessary condition for the acquisition of the Master's Degree in Pre-school Education and Teaching of the 1st Cycle of Basic Education (Decree-Law No. 79/2014 of May 14th). This document includes the theoretical and legal references that supported the entire formative journey that, associated with the practice itself, promoted the construction of professional knowledge with a double profile, thus beginning the master's student's professional teaching identity. It should also be mentioned that to the fact that it also records the experiences lived in the two contexts of formal education together with the critical and reasoned reflection on the same. During her practice, the student had special attention to the Action-Research (AI) methodology, as a process that fosters a critical and reflective look at her own educational practices, in a systematic and in-depth way, toward the transformation and improvement of the quality of the formative processes. The spiral of observation, planning, action, reflection, and evaluation was the support of a continuous action that provided experiences of planning, teaching, and evaluation, according to the teaching roles in a contextualized and situated way. This report will also explain the relevance of cooperative and collaborative work between the dyad, the cooperating teachers, the professional supervisors, and the children that allowed the development of contextualized, creative, significant, and differentiated educational practices. These practices not only promoted the holistic development of the children, but also the personal and professional development of the student.
This report is a complement of the curricular unit Supervised Educational Practice and is designated as a necessary condition for the acquisition of the Master's Degree in Pre-school Education and Teaching of the 1st Cycle of Basic Education (Decree-Law No. 79/2014 of May 14th). This document includes the theoretical and legal references that supported the entire formative journey that, associated with the practice itself, promoted the construction of professional knowledge with a double profile, thus beginning the master's student's professional teaching identity. It should also be mentioned that to the fact that it also records the experiences lived in the two contexts of formal education together with the critical and reasoned reflection on the same. During her practice, the student had special attention to the Action-Research (AI) methodology, as a process that fosters a critical and reflective look at her own educational practices, in a systematic and in-depth way, toward the transformation and improvement of the quality of the formative processes. The spiral of observation, planning, action, reflection, and evaluation was the support of a continuous action that provided experiences of planning, teaching, and evaluation, according to the teaching roles in a contextualized and situated way. This report will also explain the relevance of cooperative and collaborative work between the dyad, the cooperating teachers, the professional supervisors, and the children that allowed the development of contextualized, creative, significant, and differentiated educational practices. These practices not only promoted the holistic development of the children, but also the personal and professional development of the student.
Description
Keywords
Identidade profissional docente Metodologia de investigação-ação Perfil duplo Prática educativa supervisionada Teaching professional identity Action-research methodology Dual profile Supervised educational practice
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação