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Authors
Abstract(s)
Por promover a formação docente através da construção e reconstrução de posturas, valores, conhecimentos e competências, o relatório de estágio apresentado é um documento determinante para o desenvolvimento pessoal e profissional da docente estagiária que, com o mesmo, se habilita para a docência em Educação Pré-Escolar e 1.º Ciclo do Ensino Básico.
Destacam-se, assim, referenciais legais e teóricos que se mobilizam para a Prática Educativa Supervisionada e se cruzam com as características e particularidades observadas das crianças que incluíram a docente estagiária. Desta forma, promoveu-se uma ação que potenciou o desenvolvimento pleno e significativo das crianças, tendo em conta paradigmas assentes numa perspetiva socio construtivista da educação e o conhecimento construído acerca do grupo.
Deste modo, este processo de formação profissional sustentou-se na metodologia de investigação-ação, evidenciando-se o papel determinante da observação, planificação, ação, avaliação e reflexão na criação de práticas fundamentadas e inovadoras, que vão ao encontro do papel de educadores e professores como agentes reflexivos de mudança e transformação, numa visão colaborativa de formação docente.
As it promotes teachers’ training through construction and reconstruction of postures, values, knowledge and abilities, the presented internship report is an important document for personal and professional development of the teachers’ trainee, as it qualifies her for teaching Pre-School Education and 1st Cycle of Basic Education. Theoretical and legal fundamentals are highlighted as they are mobilized for Supervised Educational Practice and are related with the observed children’s personal characteristics during the internship. Therefore, a practice which maximized the full and meaningful development of the children was promoted, taking into account models that stand in a social and constructivist perspective of education as well as the acquired knowledge of the group. Thus, this professional training process was supported by the investigation-action methodology in which observation, planning, action, evaluation and reflection are crucial to create substantiated and innovating practices that reinforce the role of educators and teachers as reflecting agents of change and transformation which translates into a collaborative vision of teachers’ training.
As it promotes teachers’ training through construction and reconstruction of postures, values, knowledge and abilities, the presented internship report is an important document for personal and professional development of the teachers’ trainee, as it qualifies her for teaching Pre-School Education and 1st Cycle of Basic Education. Theoretical and legal fundamentals are highlighted as they are mobilized for Supervised Educational Practice and are related with the observed children’s personal characteristics during the internship. Therefore, a practice which maximized the full and meaningful development of the children was promoted, taking into account models that stand in a social and constructivist perspective of education as well as the acquired knowledge of the group. Thus, this professional training process was supported by the investigation-action methodology in which observation, planning, action, evaluation and reflection are crucial to create substantiated and innovating practices that reinforce the role of educators and teachers as reflecting agents of change and transformation which translates into a collaborative vision of teachers’ training.
Description
Keywords
Prática Educativa Supervisionada Socio construtivismo Reflexão Colaboração Supervised educational practice Social-constructivism Collaboration Reflection
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação