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Abstract(s)
O presente relatório foi concretizado de acordo com o regulamento da Prática de Ensino Supervisionada e apresenta o início da identidade profissional docente, assim como a formação inicial da mestranda, uma breve descrição física das instituições e dos grupos de crianças, onde e com quem desenvolvemos a ação pedagógica, a apresentação, descrição, análise e reflexão sobre as experiências de ensino e aprendizagem, assim como a metodologia de investigação utilizada ao longo do estágio na Educação Pré-Escolar e Ensino do 1.º Ciclo de Ensino Básico. Para a construção do perfil de dupla docência, procurou-se escutar atentamente cada criança, compreender os seus interesses e as suas necessidades e seguir os pressupostos da metodologia investigação- ação que inclui momentos de observação, planificação, ação e reflexão, de modo a conseguir estruturar e desenvolver atividades e percursos didáticos que valorizassem e respeitassem todas as crianças e favorecessem o seu desenvolvimento pessoal e profissional.
Com esta experiência, houve possibilidade de contactar com a realidade educacional, ou seja, saber lidar com crianças em idade Pré-Escolar e com crianças do 1.º ciclo, sendo que um dos grupos era um grupo heterogéneo. É durante o estágio que se coloca em prática todos os conhecimentos adquiridos ao longo do mestrado.
This report was carried out in accordance with the Supervised Teaching Practice Regulation and presents the professional identity of the teacher, as well as the initial training of the teacher, a brief physical description of the institutions and groups of children, where and with whom we develop the pedagogical action , the presentation, description, analysis and reflection on teaching and learning experiences, as well as the research methodology used throughout the pre-school and primary education stage. In order to construct the dual teaching profile, we sought to listen attentively to each child, to understand their interests and their needs and to follow the presuppositions of the research-action methodology that includes moments of observation, planning, action and reflection, in order to achieve structure and develop activities and didactic courses that valued and respected all children and favored their personal and professional development. With this experience, it was possible to contact with the educational reality, that is, how to deal with pre-school children and children of the 1st cycle, and one of the groups was a heterogeneous group. It is during the internship that all the knowledge acquired during the masters course is put into practice.
This report was carried out in accordance with the Supervised Teaching Practice Regulation and presents the professional identity of the teacher, as well as the initial training of the teacher, a brief physical description of the institutions and groups of children, where and with whom we develop the pedagogical action , the presentation, description, analysis and reflection on teaching and learning experiences, as well as the research methodology used throughout the pre-school and primary education stage. In order to construct the dual teaching profile, we sought to listen attentively to each child, to understand their interests and their needs and to follow the presuppositions of the research-action methodology that includes moments of observation, planning, action and reflection, in order to achieve structure and develop activities and didactic courses that valued and respected all children and favored their personal and professional development. With this experience, it was possible to contact with the educational reality, that is, how to deal with pre-school children and children of the 1st cycle, and one of the groups was a heterogeneous group. It is during the internship that all the knowledge acquired during the masters course is put into practice.
Description
Keywords
1.º Ciclo do Ensino Básico Educação pré-escolar Reflexão Metodologia de Investigação Criança 1st cycle of basic education Pre-school education Reflection Research methodology Child
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação