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Abstract(s)
O presente Relatório de Estágio (RE), ergue-se no âmbito da Unidade Curricular (UC) de Prática de Ensino Supervisionada (PES), que se integra no 2º ano do Mestrado em Ensino do 1º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2º CEB. O objetivo primordial deste documento consiste na fundamentação, análise e reflexão crítica sobre o caminho desenvolvido pela mestranda ao longo da sua prática profissional, incorporando pressupostos teóricos e legais, que permitam, deste modo, apoiar e sustentar a realização da PES, bem como os imprescindíveis saberes do foro científico, pedagógico e didático.
Sendo a redação do RE condição determinante para a obtenção do grau de mestre, é nele que se encontraram descritas as experiências e aprendizagens adquiridas pela professora estagiária (PE). Esta prática pedagógica, caracterizada pela sua multiplicidade de vivências, regeu-se pelos paradigmas construtivistas e significativos. Importa, ainda, evidenciar a importância do ciclo de supervisão, assim como a notável cooperação entre todos os intervenientes da PES, nomeadamente os professores institucionais e os professores cooperantes, que impulsionaram um crescimento pessoal e profissional da mestranda.
Durante a fase da PES, a mestranda teve a oportunidade de contactar com dois contextos distintos – o 2º CEB e o 1º CEB, cronologicamente. Por conseguinte, são apresentadas neste documento as caracterizações dos contextos e algumas intervenções realizadas pela PE onde se pode constatar as estratégias, métodos e recursos didáticos e pedagógicos, implementados de forma adequada às idiossincrasias e necessidades de cada contexto. Adicionalmente, este documento contempla, ainda, uma componente investigativa, em formato de artigo, onde se procurou compreender quais as estratégias utilizadas pelos alunos do 2º ano de escolaridade na resolução de problemas envolvendo números racionais não negativos - frações.
Uma borboleta que ganhou asas – é o título que dá sentido ao caminho traçado pela mestranda. Uma borboleta simboliza a transformação, a adaptação e o crescimento, assim como a liberdade que advém de todas essas fases, sendo, portanto, uma bela metáfora para o intenso e marcante processo vivenciado pela mestranda durante a PES – e é nesta fase, do bater de assas, que a mestranda alcança o seu grande sonho de ser professora!
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This Internship Report (ER) is part of the Curricular Unit (CU) Supervised Teaching Practice (STP), which is part of the 2nd year of the master’s degree in teaching 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. The main aim of this document is to substantiate, analyse and do a critical reflection on the path developed by the master's student throughout her professional practice, incorporating theoretical and legal assumptions that will enable her to support and sustain the Supervised Teaching Practice, as well as the essential scientific, pedagogical and didactic knowledge. As the writing of the Internship Report is a determining condition for obtaining a master's degree, it describes the experiences and learning acquired by the trainee teacher. This pedagogical practice, characterized by its multiplicity of experiences, was guided by constructivist and meaningful paradigms. It is also important to highlight the relevance of the supervision cycle, as well as the remarkable cooperation between all those involved in the Supervised Teaching Practice, namely the institutional and cooperating teachers, who encouraged the personal and professional growth of the master's student. During the Supervised Teaching Practice phase, the master's student had the opportunity to make contact with two different contexts - the 2nd Cycle of Basic Education and the 1st Cycle of Basic Education, chronologically. Therefore, this document presents the characterizations of the contexts and some of the interventions carried out by the trainee teacher, where it is possible to see the strategies, methods, didactic and pedagogical resources, implemented in a way that is appropriate to the idiosyncrasies and needs of each context. In addition, this document also includes an investigative component, in the form of an article, which sought to understand the strategies used by 2nd grade students in solving problems involving non-negative rational numbers - fractions. A butterfly that gained wings - this is the title that gives meaning to the path traced by the master's student. A butterfly symbolizes transformation, adaptation and growth, as well as the freedom that comes from all these phases, and is therefore a beautiful metaphor for the intense and remarkable process experienced by the master's student during the Supervised Teaching Practice - and it is in this phase, the flapping of wings, that the master's student achieves her dream of becoming a teacher!
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This Internship Report (ER) is part of the Curricular Unit (CU) Supervised Teaching Practice (STP), which is part of the 2nd year of the master’s degree in teaching 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. The main aim of this document is to substantiate, analyse and do a critical reflection on the path developed by the master's student throughout her professional practice, incorporating theoretical and legal assumptions that will enable her to support and sustain the Supervised Teaching Practice, as well as the essential scientific, pedagogical and didactic knowledge. As the writing of the Internship Report is a determining condition for obtaining a master's degree, it describes the experiences and learning acquired by the trainee teacher. This pedagogical practice, characterized by its multiplicity of experiences, was guided by constructivist and meaningful paradigms. It is also important to highlight the relevance of the supervision cycle, as well as the remarkable cooperation between all those involved in the Supervised Teaching Practice, namely the institutional and cooperating teachers, who encouraged the personal and professional growth of the master's student. During the Supervised Teaching Practice phase, the master's student had the opportunity to make contact with two different contexts - the 2nd Cycle of Basic Education and the 1st Cycle of Basic Education, chronologically. Therefore, this document presents the characterizations of the contexts and some of the interventions carried out by the trainee teacher, where it is possible to see the strategies, methods, didactic and pedagogical resources, implemented in a way that is appropriate to the idiosyncrasies and needs of each context. In addition, this document also includes an investigative component, in the form of an article, which sought to understand the strategies used by 2nd grade students in solving problems involving non-negative rational numbers - fractions. A butterfly that gained wings - this is the title that gives meaning to the path traced by the master's student. A butterfly symbolizes transformation, adaptation and growth, as well as the freedom that comes from all these phases, and is therefore a beautiful metaphor for the intense and remarkable process experienced by the master's student during the Supervised Teaching Practice - and it is in this phase, the flapping of wings, that the master's student achieves her dream of becoming a teacher!
Description
Keywords
Prática de ensino supervisionada Desenvolvimento pessoal e profissional Reflexão sobre a ação Cooperação Adaptação Supervised teaching practice Personal and professional development Reflection on action Cooperation Adaptation
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação