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Abstract(s)
O processo de formação de professor é complexo e continuum, dotado de quatro grandes etapas, que são também considerados instrumentos muito úteis, e que vão sendo utilizados simultaneamente e constantemente na prática educativa de docente: a observação, a planificação, a avaliação e a reflexão. É neste contexto, que o presente Relatório de Estágio, elaborado no âmbito da Unidade Curricular Prática de Ensino Supervisionada, contemplada no plano de estudos do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico, pretende espelhar o percurso de desenvolvimento pessoal e profissional da formanda.
Face ao referido, esta reflexão em torno da prática educativa suporta-se em pressupostos teóricos que apontam para o papel de professor como investigador e crítico, inerentes a um perfil de docente duplo, emergindo como resposta e superação do modelo de professor executor, muito tradicional. Assim, este documento pretende realçar que um professor se constrói tendo por base conhecimentos científicos-pedagógicos e na utilização da investigação-ação, pretendendo evidenciar que a sua componente investigativa esteve ao serviço de toda a Prática Educativa Supervisionada nos dois ciclos de ensino.
Por fim, o presente Relatório assume-se como único e pessoal que encara a prática reflexiva como uma ferramenta que potencia a avaliação do professor, na procura de um permanente crescimento e amadurecimento da prática educativa, com vista à construção de um perfil de docente duplo.
The teacher training process is complex and continuous, with four major stages which are also considered very useful tools, and are being used simultaneously and constantly in the educational practice of teachers: observation, planning, evaluation and reflection. It is in this context, that the present Internship Report, elaborated within the scope of the Practical Course of Supervised Teaching, contemplated in the study plan of the Masters in Teaching of the 1st Cycle of Basic Education and of Portuguese and History and Geography of Portugal in 2nd the Cycle of Basic Education, intends to mirror the course of personal and professional development of the trainee. In light of the above this reflection on the educational practice supports the theoretical assumptions that points to the role of the teacher as a researcher and critic, inherent to a dual teacher profile, emerged as a response and overcoming the model of a very traditional teacher. Thus, this document intends to emphasize that a teacher is built based on scientific-pedagogical knowledge and on the use of action research, aiming to show that its research component was present during the whole Supervised Educational Practice in the two teaching levels. Finally, this Report is seen as unique and personal one that views reflective practice as tool that enhances teacher assessment, in the search for a permanent growth and maturation of t
The teacher training process is complex and continuous, with four major stages which are also considered very useful tools, and are being used simultaneously and constantly in the educational practice of teachers: observation, planning, evaluation and reflection. It is in this context, that the present Internship Report, elaborated within the scope of the Practical Course of Supervised Teaching, contemplated in the study plan of the Masters in Teaching of the 1st Cycle of Basic Education and of Portuguese and History and Geography of Portugal in 2nd the Cycle of Basic Education, intends to mirror the course of personal and professional development of the trainee. In light of the above this reflection on the educational practice supports the theoretical assumptions that points to the role of the teacher as a researcher and critic, inherent to a dual teacher profile, emerged as a response and overcoming the model of a very traditional teacher. Thus, this document intends to emphasize that a teacher is built based on scientific-pedagogical knowledge and on the use of action research, aiming to show that its research component was present during the whole Supervised Educational Practice in the two teaching levels. Finally, this Report is seen as unique and personal one that views reflective practice as tool that enhances teacher assessment, in the search for a permanent growth and maturation of t
Description
Keywords
Prática de ensino supervisionada Investigação-ação Perfil duplo de docente Crescimento profissional Reflexão Supervised teaching practice Action research Double teacher profile Professional growth Reflection
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação