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Advisor(s)
Abstract(s)
O presente relatório de estágio (RE) emerge no contexto da Unidade Curricular (UC) de Prática de
Ensino Supervisionada (PES), integrada no Mestrado em Ensino do 1º Ciclo do Ensino Básico (CEB)
e de Matemática e Ciências Naturais no 2º CEB. Propõe-se, neste, refletir sobre a experiência
profissional da mestranda, incorporando os alicerces teóricos e legais da prática docente, bem
como os saberes científicos, pedagógicos e didáticos, que orientaram a execução da PES.
O RE detalha as vivências da mestranda, evidenciando as aprendizagens e o seu percurso
académico na Escola Superior de Educação do Instituto Politécnico do Porto. A formação inicial
proporcionou o contacto com profissionais de excelência em dimensões cognitivas, pedagógicas
e inter-relacionais, proporcionando experiências enriquecedoras e um crescimento notório, tanto
a nível pessoal como profissional. Assim, o RE constitui o auge da prática pedagógica e formação
da mestranda, fundamentando-se em paradigmas construtivistas e significativos. Seguindo uma
abordagem investigativa e mediadora, orienta-se pelas fases da investigação-ação: observação,
planificação, ação e reflexão. Destaca-se ainda, também, a importância do ciclo de supervisão e
da cooperação entre todos os intervenientes, elementos fundamentais que impulsionaram o
desenvolvimento pessoal e profissional da mestranda.
Durante o período da PES, a mestranda esteve envolvida com uma turma do 1º CEB e duas turmas
do 2º CEB, proporcionando uma visão abrangente das temáticas a serem abordadas, promovendo
não apenas a compreensão dos conteúdos, mas também a adaptação constante de estratégias e
métodos. Essa adaptação foi essencial para atender às especificidades de cada contexto,
demonstrando a flexibilidade e a capacidade de ajuste da mestranda diante das diferentes
realidades educativas.
Neste documento, realça-se ainda a componente investigativa, que se revelou um momento
crucial, uma vez que, permitiu a construção de saberes e práticas, envolvendo a análise. Ao
compreender a importância contínua da investigação ao longo da carreira docente, a mestranda
procurou tornar-se uma profissional de excelência. O estudo, apresentado em formato de artigo
científico, procurou averiguar o valor atribuído pelos professores ao erro, seja ele intencional ou
espontâneo, no processo de aprendizagem.
A PES marcou o início de um novo episódio da vida da mestranda, conduzindo-a à realização de
um dos seus grandes objetivos: tornar-se professora. As vivências pelas quais passou,
culminaram numa viagem, na qual os alunos foram protagonistas dos seus próprios episódios,
guiados pelos seus anseios. Deste modo, a futura professora, enquanto realizadora, compromete-se a criar momentos que se transformem em histórias incríveis, atendendo a todas
as necessidades e sonhos dos seus alunos, contribuindo para que narrativa das suas vidas seja a
mais harmoniosa e significativa possível.
The present internship report (IR) arises within the context of the Supervised Teaching Practice (STP) course, integrated into the Master's program in Teaching for the 1st Cycle of Basic Education (CEB) and Mathematics and Natural Sciences for the 2nd CEB. This report aims to reflect on the professional experience of the master's student, incorporating the theoretical and legal foundations of teaching practice, as well as the scientific, pedagogical, and didactic knowledge that guided the execution of STP. The IR details the experiences of the master's student, highlighting the learnings and her academic journey at the School of Education of the Polytechnic Institute of Porto. The initial training provided contact with professionals of excellence in cognitive, pedagogical, and interpersonal dimensions, offering enriching experiences and noticeable personal and professional growth. Thus, the IR constitutes the culmination of pedagogical practice and the training of the master's student, grounded in constructivist and meaningful paradigms. Following an investigative and mediating approach, it is guided by the phases of action research: observation, planning, action, and reflection. Also emphasized is the importance of the supervision cycle and cooperation among all stakeholders, fundamental elements that drove the personal and professional development of the master's student. During the STP period, the master's student was involved with a 1st CEB class and two 2nd CEB classes, providing a comprehensive view of the themes to be addressed, promoting not only the understanding of content but also constant adaptation of strategies and methods. This adaptation was essential to meet the specificities of each context, demonstrating the flexibility and adaptability of the master's student in the face of different educational realities. In this document, the investigative component is also highlighted, proving to be a crucial moment as it allowed the construction of knowledge and practices, involving analysis. Understanding the continuous importance of research throughout the teaching career, the master's student sought to become a professional of excellence. The study, presented in the format of a scientific article, aimed to investigate the value attributed by teachers to errors, whether intentional or spontaneous, in the learning process. The STP marked the beginning of a new episode in the life of the master's student, leading her to achieve one of her major goals: becoming a teacher. The experiences she went through culminated in a journey in which students were the protagonists of their own episodes, guided by their aspirations. Thus, the future teacher, as a storyteller, commits to creating moments that turn into incredible stories, meeting all the needs and dreams of her students, contributing to making the narrative of their lives as harmonious and meaningful as possible.
The present internship report (IR) arises within the context of the Supervised Teaching Practice (STP) course, integrated into the Master's program in Teaching for the 1st Cycle of Basic Education (CEB) and Mathematics and Natural Sciences for the 2nd CEB. This report aims to reflect on the professional experience of the master's student, incorporating the theoretical and legal foundations of teaching practice, as well as the scientific, pedagogical, and didactic knowledge that guided the execution of STP. The IR details the experiences of the master's student, highlighting the learnings and her academic journey at the School of Education of the Polytechnic Institute of Porto. The initial training provided contact with professionals of excellence in cognitive, pedagogical, and interpersonal dimensions, offering enriching experiences and noticeable personal and professional growth. Thus, the IR constitutes the culmination of pedagogical practice and the training of the master's student, grounded in constructivist and meaningful paradigms. Following an investigative and mediating approach, it is guided by the phases of action research: observation, planning, action, and reflection. Also emphasized is the importance of the supervision cycle and cooperation among all stakeholders, fundamental elements that drove the personal and professional development of the master's student. During the STP period, the master's student was involved with a 1st CEB class and two 2nd CEB classes, providing a comprehensive view of the themes to be addressed, promoting not only the understanding of content but also constant adaptation of strategies and methods. This adaptation was essential to meet the specificities of each context, demonstrating the flexibility and adaptability of the master's student in the face of different educational realities. In this document, the investigative component is also highlighted, proving to be a crucial moment as it allowed the construction of knowledge and practices, involving analysis. Understanding the continuous importance of research throughout the teaching career, the master's student sought to become a professional of excellence. The study, presented in the format of a scientific article, aimed to investigate the value attributed by teachers to errors, whether intentional or spontaneous, in the learning process. The STP marked the beginning of a new episode in the life of the master's student, leading her to achieve one of her major goals: becoming a teacher. The experiences she went through culminated in a journey in which students were the protagonists of their own episodes, guided by their aspirations. Thus, the future teacher, as a storyteller, commits to creating moments that turn into incredible stories, meeting all the needs and dreams of her students, contributing to making the narrative of their lives as harmonious and meaningful as possible.
Description
Keywords
Prática de ensino supervisionada Educação Reflexão Investigação Valor do erro Supervised teaching practice Education Reflection Research Value of error
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação