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Abstract(s)
O presente documento insere-se no âmbito da Unidade Curricular de Prática Educativa Supervisionada, surgindo com um culminar do percurso formativo de formação inicial, vivenciado nos contextos de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico. Destarte, visa refletir as competências e aprendizagens adquiridas, resultantes da articulação entre os conhecimentos científicos, pedagógicos e didáticos, os documentos orientadores e a ação educativa desempenhada.
Por conseguinte, urge destacar que a importância atribuída a este processo de articulação, possibilitou o desenvolvimento de práticas pedagógicas refletidas a partir de uma observação e reflexão contínua dos contextos educativos, através de grelhas de observação e do diário de formação. Assim, potencializou uma análise das ações desenvolvidas de forma mais crítica e analítica, originando uma ação contextualizada, numa perspetiva de constante atualização e construção da identidade profissional, enquanto futura docente de perfil duplo. Importa salientar que todas as práticas implementadas foram desenvolvidas em torno da abordagem cíclica e dinâmica da metodologia de investigação-ação.
O presente relatório espelha o trabalho colaborativo desenvolvido entre a díade, as docentes cooperantes, as crianças e alunos dos dois contextos e as supervisoras institucionais, alvitrando no sentido da implementação de práticas inovadoras e diferenciadas.
This report is part of the Curricular Unit of Supervised Educational Practice, resulting from the initial training path, experienced in the contexts of Pre-School Education and 1st Cycle of Basic Education. Thus, it seeks to mirror the skills and learning acquired, resulting from the articulation between scientific and didactic knowledge, normative documents and the educational action performed. Consequently, it is important to highlight that it was the articulation process that enabled the development of pedagogic practices through a continuous observation and reflection of the educative contexts, using tools such as daily observation grids and training diaries. This method has allowed a critical analysis of the developed actions, contextualizing them in the setting of continuous improvement and construction of the professional identity, consistent with the profile of a future multifaceted teacher. It should be noted that all the implemented practices were developed with the cyclic approach and the investigationaction methodology in mind. This document translates the collaborative work developed between the dyad, the cooperative teachers, the children, and the institutional supervisors, advocating the development of innovative and differentiated practices.
This report is part of the Curricular Unit of Supervised Educational Practice, resulting from the initial training path, experienced in the contexts of Pre-School Education and 1st Cycle of Basic Education. Thus, it seeks to mirror the skills and learning acquired, resulting from the articulation between scientific and didactic knowledge, normative documents and the educational action performed. Consequently, it is important to highlight that it was the articulation process that enabled the development of pedagogic practices through a continuous observation and reflection of the educative contexts, using tools such as daily observation grids and training diaries. This method has allowed a critical analysis of the developed actions, contextualizing them in the setting of continuous improvement and construction of the professional identity, consistent with the profile of a future multifaceted teacher. It should be noted that all the implemented practices were developed with the cyclic approach and the investigationaction methodology in mind. This document translates the collaborative work developed between the dyad, the cooperative teachers, the children, and the institutional supervisors, advocating the development of innovative and differentiated practices.
Description
Keywords
Prática educativa supervisionada Metodologia de investigação-ação Identidade profissional Trabalho colaborativo Supervised educational practice Research-action methodology Professional identity Collaborative work
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação