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O presente Relatório de Estágio (RE), intitulado Da Incerteza à Confiança: o percurso de uma futura Professora, foi desenvolvido no âmbito da Unidade Curricular (UC) de Prática de Ensino Supervisionada (PES), integrada no 2º ano do Mestrado em Ensino do 1º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2º Ciclo do Ensino Básico. Ao longo deste RE apresenta-se o percurso desenvolvido durante a PES, articulando a fundamentação teórica, a caracterização dos contextos educativos, a análise crítica e reflexiva das intervenções pedagógicas e a componente investigativa, evidenciando o processo de construção da identidade profissional da mestranda.
A PES decorreu em dois contextos educativos pertencentes ao mesmo agrupamento de escolas: uma turma do 3º ano do 1º Ciclo do Ensino Básico (CEB) e uma turma do 5º ano do 2º CEB. A diversidade destes contextos possibilitou o desenvolvimento de competências de adaptação pedagógica, de articulação curricular e de reflexão sobre a prática, exigindo a adequação de estratégias de ensino às características, necessidades e ritmos de aprendizagem dos alunos.
O RE integra ainda uma componente investigativa, apresentada sob a forma de artigo científico, intitulada Entre o Olhar e o Saber: o envolvimento parental e o conhecimento geométrico, desenvolvida com encarregados de educação de vários agrupamentos de escolas da região Norte de Portugal. Este estudo, de natureza descritiva, correlacional e de caráter misto, procurou compreender de que forma os encarregados de educação mobilizam os seus conhecimentos geométricos na identificação de figuras geométricas e analisar a relação entre as habilitações literárias, as atitudes perante a Matemática e a aceitação do raciocínio de Tomás, uma criança fictícia. A componente investigativa reforçou a importância da investigação educacional enquanto suporte à compreensão das práticas educativas e ao desenvolvimento profissional docente.
Em síntese, este relatório evidencia um percurso de crescimento académico, profissional e pessoal, marcado pela articulação entre teoria, prática e investigação. A reflexão crítica sobre as experiências vivenciadas permitiu consolidar competências profissionais, compreender a complexidade da profissão docente e fortalecer a construção da identidade profissional da mestranda. Deste modo, o percurso realizado traduz a transição de uma postura inicialmente
marcada pela incerteza para uma prática pedagógica mais consciente, fundamentada, reflexiva e confiante, evidenciando a importância de uma formação contínua, de práticas pedagógicas intencionais e de aprendizagens contextualizadas e significativas.
This Placement Report, entitled ‘From Uncertainty to Confidence: the journey of a future teacher, was produced as part of the Supervised Teaching Practice module, which forms part of the second year of the Master’s degree in Education for the 1st Cycle of Basic Education and in Mathematics and Natural Sciences for the 2nd Cycle of Basic Education. Throughout this research report, the journey undertaken during the Supervised Teaching Practice module, is presented, bringing together the theoretical framework, the characterisation of the educational contexts, the critical and reflective analysis of pedagogical interventions, and the research component, highlighting the process of constructing the master’s student’s professional identity. The teaching placement took place in two educational contexts belonging to the same school group: in a 3th grade class in the 1st Cycle of Basic Education and in a 5th grade class in the 2nd Cycle of Basic Education. The diversity of these contexts enabled the development of skills in pedagogical adaptation, curricular coordination and reflection on practice, requiring the adaptation of teaching strategies to the pupils’ characteristics, needs and learning paces. The research report also includes a research component, presented in the form of a scientific article entitled Between Seeing and Knowing: Parental Involvement and Geometric Knowledge, carried out with parents from various school clusters in the northern region of Portugal. This study, which is descriptive, correlational and mixed-methods in nature, sought to understand how parents draw on their geometric knowledge to identify geometric shapes and to analyse the relationship between educational qualifications, attitudes towards mathematics and the acceptance of the reasoning of Tomás, a fictional child. The research component highlighted the importance of educational research in supporting an understanding of educational practices and teachers’ professional development. In summary, this report highlights a journey of academic, professional and personal growth, characterised by the integration of theory, practice and research. Critical reflection on the experiences gained has enabled the master’s student to consolidate her professional skills, understand the complexity of the teaching profession and strengthen the development of her professional identity. Thus, the journey undertaken reflects a transition from an approach initially characterised by uncertainty to a more conscious, well-founded, reflective and confident teaching practice, highlighting the importance of continuous professional development, intentional teaching practices, and contextualised and meaningful learning.
This Placement Report, entitled ‘From Uncertainty to Confidence: the journey of a future teacher, was produced as part of the Supervised Teaching Practice module, which forms part of the second year of the Master’s degree in Education for the 1st Cycle of Basic Education and in Mathematics and Natural Sciences for the 2nd Cycle of Basic Education. Throughout this research report, the journey undertaken during the Supervised Teaching Practice module, is presented, bringing together the theoretical framework, the characterisation of the educational contexts, the critical and reflective analysis of pedagogical interventions, and the research component, highlighting the process of constructing the master’s student’s professional identity. The teaching placement took place in two educational contexts belonging to the same school group: in a 3th grade class in the 1st Cycle of Basic Education and in a 5th grade class in the 2nd Cycle of Basic Education. The diversity of these contexts enabled the development of skills in pedagogical adaptation, curricular coordination and reflection on practice, requiring the adaptation of teaching strategies to the pupils’ characteristics, needs and learning paces. The research report also includes a research component, presented in the form of a scientific article entitled Between Seeing and Knowing: Parental Involvement and Geometric Knowledge, carried out with parents from various school clusters in the northern region of Portugal. This study, which is descriptive, correlational and mixed-methods in nature, sought to understand how parents draw on their geometric knowledge to identify geometric shapes and to analyse the relationship between educational qualifications, attitudes towards mathematics and the acceptance of the reasoning of Tomás, a fictional child. The research component highlighted the importance of educational research in supporting an understanding of educational practices and teachers’ professional development. In summary, this report highlights a journey of academic, professional and personal growth, characterised by the integration of theory, practice and research. Critical reflection on the experiences gained has enabled the master’s student to consolidate her professional skills, understand the complexity of the teaching profession and strengthen the development of her professional identity. Thus, the journey undertaken reflects a transition from an approach initially characterised by uncertainty to a more conscious, well-founded, reflective and confident teaching practice, highlighting the importance of continuous professional development, intentional teaching practices, and contextualised and meaningful learning.
Descrição
Palavras-chave
Prática de ensino supervisionada Formação docente Colaboração Reflexão Investigação Supervised teaching practice Teacher training Collaboration Reflection Research
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação
Licença CC
Sem licença CC