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Authors
Abstract(s)
O Presente relatório de estágio surge no âmbito da unidade curricular de Prática de Ensino Supervisionada (PES), que faz parte do Mestrado em Educação Pré-Escolar (EPE) e Ensino do 1º Ciclo do Ensino Básico (CEB). Apresenta o percurso formativo ao longo da PES realçando o enquadramento teórico e legal que suportou a intervenção e a reflexão crítica sobre a sobre a prática educativa supervisionada nas duas valências do respetivo mestrado.
This internship report is part of the Supervised Teaching Practice (SEP) of the Master's Degree in Pre-school Education and Teaching in the 1st Cycle of Basic Education. lt presents the formative journey throughout the SEP highlighting the theoretical and legal framework that supported the intervention and reflection on the pedagogical practice, the context where the internship took place, the research methodology and criticai reflection on the supervised educational practice in the two areas of the respective master's degree. ln this sense, it also highlights the stages of action research as fundamental in the transformation of educational practice: observation, planning, action and reflection. lt also emphasizes the importance of collaborative work and joint reflection, since the views of the dyad, the cooperating educator and teacher and the institutional supervisors allowed a high growth in the construction of teaching professionalism. Moreover, the SEP allowed a transposition and unity between theory and practice, and vice versa, in a transdisciplinary growth, but also allowed a criticai look at the educational transition given the potential of the dualtraining profile.Thus,the intervention projects carried out in Kindergarten and Primary School, described in this report, show that the project work methodology is common to both educationallevels and allows us to give singular importance to children's needs and interests,contributing positively to an inclusive and respectful school. Thus, in a constructivist view of education, the Master allowed a gradual and continuous development of the representations of teaching in a healthy collaborative environment.
This internship report is part of the Supervised Teaching Practice (SEP) of the Master's Degree in Pre-school Education and Teaching in the 1st Cycle of Basic Education. lt presents the formative journey throughout the SEP highlighting the theoretical and legal framework that supported the intervention and reflection on the pedagogical practice, the context where the internship took place, the research methodology and criticai reflection on the supervised educational practice in the two areas of the respective master's degree. ln this sense, it also highlights the stages of action research as fundamental in the transformation of educational practice: observation, planning, action and reflection. lt also emphasizes the importance of collaborative work and joint reflection, since the views of the dyad, the cooperating educator and teacher and the institutional supervisors allowed a high growth in the construction of teaching professionalism. Moreover, the SEP allowed a transposition and unity between theory and practice, and vice versa, in a transdisciplinary growth, but also allowed a criticai look at the educational transition given the potential of the dualtraining profile.Thus,the intervention projects carried out in Kindergarten and Primary School, described in this report, show that the project work methodology is common to both educationallevels and allows us to give singular importance to children's needs and interests,contributing positively to an inclusive and respectful school. Thus, in a constructivist view of education, the Master allowed a gradual and continuous development of the representations of teaching in a healthy collaborative environment.
Description
Keywords
Formação inicial docente Educação holística Construtivismo Educador/Professor do século XXI lnitial teacher training Holistic education Constructivism Educator/Teacher of the 21st century
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação