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Authors
Abstract(s)
O presente relatório, enquadrado na Prática Educativa Supervisionada (PES) do Mestrado em Educação Pré-Escolar e Ensino do 1ºCiclo do Ensino Básico, constitui a etapa final do percurso de formação inicial de docente, conforme Decreto-Lei 79/2014, dotado de 14 de maio. Neste documento são abordadas as conceções teóricas e legais que sustentaram o percurso realizado no decorrer da Prática Educativa Supervisionada nos contextos da Educação do 1º Ciclo do Ensino Básico e da Educação Pré-Escolar, e a capacidade de os mobilizar na prática educativa no sentido da construção de construtos profissionais docentes. Estes conceitos mais abstratos de representações da profissão, construídos na PES, revelam significados e interpretações inerentes ao perfil docente desenhados.
Neste sentido, a Metodologia de Investigação-Ação suportou todo o desenvolvimento pessoal, profissional e social num processo cíclico de observação, planificação, ação e reflexão que favoreceu a transformação da prática educativa e a participação dos agentes implicados no processo que modificaram a realidade produzindo conhecimento. Esta participação ocorreu em díade de formação e em colaboração com as professoras cooperantes e supervisoras institucionais. De relevar, ainda, a Metodologia de Trabalho de Projeto pela transversalidade nos dois níveis educativos e enfoque no papel ativo da criança em todas as suas etapas.
Acresce, ainda, que o professor/educador tem de ter capacidade de entrega, profissionalismo, competências voltadas para o saber, saber-ser, saber-estar, saber-fazer, dotado de uma base ideológica capaz de amparar a sua práxis pedagógica e de potencializar, continuamente, a construção da sua identidade profissional.
This report, as part of Supervised Educational Practice (PES) of the Master's Degree in Pre-school Education and Teaching of the Elementary Education, constitutes the final stage of the initial teacher training, according to Decree-Law 79/2014, dated 14th May. This document addresses the theoretical and legal concepts that underpinned the journey made during the Supervised Educational Practice in the contexts of Primary and Pre-School Education, and the ability to mobilize them in educational practice towards the construction of professional teaching constructs. These more abstract concepts of representations of the profession, constructed in the PES, reveal meanings and interpretations inherent to the teacher profile drawn. In this sense, the Action-Research Methodology supported the entire personal, professional and social development in a cyclical process of observation, planning, action and reflection that favoured the transformation of educational practice and the participation of the agents involved in the process who modified reality by producing knowledge. This participation occurred in dyadic training and in collaboration with the cooperating teacher and institutional supervisor. It is also worth mentioning the Project Work Methodology for its transversality in both educational levels and focus on the active role of the child in all its stages. It should also be added that the teacher/educator has to have the capacity of delivery, professionalism, skills aimed at knowing, knowing how to be, knowing how to behave, knowing how to do, endowed with an ideological basis capable of supporting his pedagogical praxis and of continuously enhancing the construction of his professional identity.
This report, as part of Supervised Educational Practice (PES) of the Master's Degree in Pre-school Education and Teaching of the Elementary Education, constitutes the final stage of the initial teacher training, according to Decree-Law 79/2014, dated 14th May. This document addresses the theoretical and legal concepts that underpinned the journey made during the Supervised Educational Practice in the contexts of Primary and Pre-School Education, and the ability to mobilize them in educational practice towards the construction of professional teaching constructs. These more abstract concepts of representations of the profession, constructed in the PES, reveal meanings and interpretations inherent to the teacher profile drawn. In this sense, the Action-Research Methodology supported the entire personal, professional and social development in a cyclical process of observation, planning, action and reflection that favoured the transformation of educational practice and the participation of the agents involved in the process who modified reality by producing knowledge. This participation occurred in dyadic training and in collaboration with the cooperating teacher and institutional supervisor. It is also worth mentioning the Project Work Methodology for its transversality in both educational levels and focus on the active role of the child in all its stages. It should also be added that the teacher/educator has to have the capacity of delivery, professionalism, skills aimed at knowing, knowing how to be, knowing how to behave, knowing how to do, endowed with an ideological basis capable of supporting his pedagogical praxis and of continuously enhancing the construction of his professional identity.
Description
Keywords
Metodologia de investigação-ação Prática educativa supervisionada Perfil duplo de docência Sociocontrutivismo Action-research methodology Supervised educational practice Dual profile of teaching Sociocontructivism
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação