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Authors
Abstract(s)
A Prática Educativa Supervisionada (PES) visa o desenvolvimento de
competências profissionais em situação real, promovendo ao professor
estagiário a possibilidade de integrar saberes adquiridos e de construir saberes
experienciais inerentes da profissão na intervenção e na resolução de problemas
emergentes na e da prática.
Destarte, o presente relatório reflete o processo formativo da mestranda,
espelhando o seu desenvolvimento pessoal, social e profissional, resultante da
prática educativa concretizada nos contextos da Educação Pré-Escolar e do
1.ºCiclo do Ensino Básico. Assim, durante o processo formativo, a PES permitiu
o desenvolvimento profissional num perfil duplo e, neste sentido, a
compreensão da especificidade de cada nível educativo e das dimensões que os
unem. Por conseguinte, facultou a mobilização de referenciais teóricos e legais
que permitiram concretizar práticas fundamentadas e reflexões críticas, a
adequação metodológica aos contextos de educação e, por conseguinte, a
construção de saberes experienciais inerentes à profissionalidade docente.
Assim, releva-se o processo colaborativo de partilha, a construção de
conhecimento que favoreceu e enriqueceu o saber profissional e a Metodologia
Investigação-Ação, cujos processos foram essenciais na construção do docente
questionador e reflexivo. Esta permitiu a concretização de práticas pedagógicas
inovadoras e conscientes, sendo estas sustentadas numa observação contínua
dos contextos educativos onde foi desenvolvida a Prática Educativa
Supervisionada.
Deste modo, foi possível iniciar a Identidade Profissional Docente num
espaço situado e aberto que permitiu construir um perfil docente que saberá ser
e estar na profissão.
The Supervised Educational Practice (SEP) aims to develop professional skills in real life situations, promoting the possibility for the trainee teacher to integrate acquired knowledge and build experiential knowledge inherent to the career in the intervention and problem solving emerging in and from the practice. This report displays the training process of the master’s student, reflecting its personal, social, and professional development, resulting from the educational practice in the context of Preschool Education and Primary School Teaching. Therefore, during the training process, SEP contributed to the professional development in a double profile, and the comprehension of each educational level specificity and the dimensions that unite them. It provided the mobilization of theoretical and legal references that allowed the materialization of substantiated practices and critical reflections, methodological adaptation to the education contexts and thus building the experiential knowledge inherent to the teaching professionality. The collaborative sharing process, the construction of knowledge that favored and enriched the professional knowledge, and the Research-Action methodology, whose processes were essential to shape the questioner and reflexive teacher, are highlighted. It provided the substantiation of innovative and conscious pedagogical practices, sustained by a continuous observation of the educational contexts where SEP was developed. Therefore, it was possible to launch the Professional Teaching Identity in an open and situated space that allowed the construction of a teaching profile that will know how to be in its career.
The Supervised Educational Practice (SEP) aims to develop professional skills in real life situations, promoting the possibility for the trainee teacher to integrate acquired knowledge and build experiential knowledge inherent to the career in the intervention and problem solving emerging in and from the practice. This report displays the training process of the master’s student, reflecting its personal, social, and professional development, resulting from the educational practice in the context of Preschool Education and Primary School Teaching. Therefore, during the training process, SEP contributed to the professional development in a double profile, and the comprehension of each educational level specificity and the dimensions that unite them. It provided the mobilization of theoretical and legal references that allowed the materialization of substantiated practices and critical reflections, methodological adaptation to the education contexts and thus building the experiential knowledge inherent to the teaching professionality. The collaborative sharing process, the construction of knowledge that favored and enriched the professional knowledge, and the Research-Action methodology, whose processes were essential to shape the questioner and reflexive teacher, are highlighted. It provided the substantiation of innovative and conscious pedagogical practices, sustained by a continuous observation of the educational contexts where SEP was developed. Therefore, it was possible to launch the Professional Teaching Identity in an open and situated space that allowed the construction of a teaching profile that will know how to be in its career.
Description
Keywords
Educação Pré-Escolar e 1.º Ciclo do Ensino Básico Reflexão Criança Colaboração Prática educativa supervisionada Preschool Education and Primary School Teaching Reflection Child Collaboration Supervised Educational Practice
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação