| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.1 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O relatório que aqui se apresenta resulta da prática profissional desenvolvida no âmbito da Unidade Curricular de Prática Pedagógica Supervisionada do Mestrado na Educação Pré-escolar e no Ensino 1.º Ciclo do Ensino Básico.
É crucial na formação de professores a construção de um quadro concetual que fundamente as ações desenvolvidas. Neste sentido, apresenta-se neste documento o enquadramento teórico e legal que sustentou as ações educativas e que contribuiu para o desenvolvimento da mestranda, a caraterização dos contextos que permitiu conhecer as instituições e os seus intervenientes, assim como, a metodologia de investigação utilizada que conduziu a prática da mestranda. A metodologia de investigação-ação caracterizou-se por se realizar de forma cíclica, compondo-se pelas etapas de observação, planificação, ação, reflexão e avaliação. A reflexão foi um exercício inerente em todas as outras etapas. Além disso, apresenta-se a descrição e análise de algumas práticas promovidas no decorrer do estágio.
A prática pedagógica realizou-se na valência de creche, na sala dos dois anos e numa turma de 1.º ano, do 1.º ciclo do ensino básico. Apraz mencionar que a prática pedagógica se desenvolveu em díade, fomentando deste modo o trabalho colaborativo.
A mestranda, no decorrer da prática, desenvolveu uma atitude reflexiva que permitiu melhorar os saberes da prática, sendo que estes momentos de reflexão foram muitas vezes partilhados em díade e com os formadores, o que possibilitou processos de transformação pessoal e profissional.
The report presented here is the result of professional practice developed in the scope of the Course of Supervised Pedagogical Practice Master in Preschool Education and Teaching Education 1st Cycle Basic. It is crucial at the teachers training process to build a conceptual framework that support the actions taken. In this sense, we present in this paper the theoretical and legal framework that supported the educational activities and contributed to the development of the graduate student, the characterization of the contexts that helped to identify the institutions and their stakeholders as well as the research methodology used at the practice of graduate student. The methodology of research - action characterized by taking place in a cyclical way, including stages of observation, planning, action, reflection and evaluation. The reflection was an inherent exercise in all other steps. In addition, it presents the description and analysis of some practices promoted during the internship. The pedagogical practice took place in the valence nursery, in the room of two years and in a 1st year class, the 1st cycle of basic education. I am pleased to mention that the pedagogical practice developed in dyad, thus fostering collaborative work. The graduate student, in the course of the practice, developed a reflective attitude that has improved the knowledge of the practice, and these moments of reflection were often shared in dyad with the trainers, which allowed personal and professional transformation processes.
The report presented here is the result of professional practice developed in the scope of the Course of Supervised Pedagogical Practice Master in Preschool Education and Teaching Education 1st Cycle Basic. It is crucial at the teachers training process to build a conceptual framework that support the actions taken. In this sense, we present in this paper the theoretical and legal framework that supported the educational activities and contributed to the development of the graduate student, the characterization of the contexts that helped to identify the institutions and their stakeholders as well as the research methodology used at the practice of graduate student. The methodology of research - action characterized by taking place in a cyclical way, including stages of observation, planning, action, reflection and evaluation. The reflection was an inherent exercise in all other steps. In addition, it presents the description and analysis of some practices promoted during the internship. The pedagogical practice took place in the valence nursery, in the room of two years and in a 1st year class, the 1st cycle of basic education. I am pleased to mention that the pedagogical practice developed in dyad, thus fostering collaborative work. The graduate student, in the course of the practice, developed a reflective attitude that has improved the knowledge of the practice, and these moments of reflection were often shared in dyad with the trainers, which allowed personal and professional transformation processes.
Description
Keywords
Prática pedagógica Reflexão Trabalho colaborativo Desenvolvimento pessoal e profissional Pedagogical practice Reflection Collaborative work Personal and professional development
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação