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Abstract(s)
O presente relatório espelha o processo de desenvolvimento e aprendizagem
da mestranda no âmbito das unidades curriculares Prática Pedagógica
Supervisionada em Educação Pré-Escolar e no 1.º ciclo do Ensino Básico,
integradas no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do
Ensino Básico.
Enquanto futura profissional de educação, os saberes adquiridos e
mobilizados ao longo das Práticas Pedagógicas Supervisionadas e da sua
formação inicial foram imprescindíveis para uma ação educativa sustentada
tanto para os momentos de estágio como para a sua prática futura. O quadro
teórico que sustentou a sua ação permitiu-lhe o desenvolvimento da sua
pessoalidade na forma de pensar e agir no contexto, com vista a uma melhor
prática educativa.
A metodologia de investigação-ação teve também um papel preponderante
no processo de aprendizagem da mestranda. Esta metodologia é cíclica e integra
as fases da observação, planificação, ação, avaliação e reflexão. Esta
metodologia possibilitou à mestranda a planificação da sua ação educativa de
forma intencional, de acordo com as especificidades dos dois grupos de crianças
com que contactou diariamente nos diferentes contextos.
Assim, a formanda procurou desenvolver as suas competências profissionais
tendo por base a perspetiva holística e construtivista da educação – a criança no
cerne do seu processo de ensino e aprendizagem – adotando, para isso, uma
atitude indagadora, investigadora, reflexiva e crítica, com vista à melhoria das
suas práticas. Através de processos reflexivos e colaborativos, esta formação
permitiu à mestranda a construção de um perfil profissional duplo
constituindo-se assim como o primeiro passo para a sua
formação/aprendizagem ao longo da vida da mestranda.
This report details the development and learning process of the trainee within the curricular modules of Supervised Pedagogical Practice in Preschool and Primary School Education which are integrated in the Masters in Preschool and Primary School Education. As a future educational professional, the knowledge that was acquired during the Supervised Pedagogical Practice and her initial training was essential for a sustained educational activity not only during the internship but also for the trainee future practice. Furthermore, the theoretic basis that supported her activity allowed for a better personal development that impacted her way of thinking and acting in this context and this has a direct effect in the quality of the trainee educational exercise. The action-research method played an important role in the student learning process. This approach is cyclic and is composed by different phases: observation, planification, action, evaluation and reflection. This methodology made it possible for the student to plan her educational action in an intentional manner, taking into consideration the specificities of the two groups of children that she had daily contact with in their different contexts. All of this allowed the trainee to develop her professional skills based on the holistic and constructivist perspective of education - the child at the centre of the teaching and learning process – thus embracing a reflective, critical and inquisitive attitude that helped in bettering her practice. Through reflective and collaborative processes this learning period allowed the student to build a dual professional profile constituting as the first step in her training/learning throughout life.
This report details the development and learning process of the trainee within the curricular modules of Supervised Pedagogical Practice in Preschool and Primary School Education which are integrated in the Masters in Preschool and Primary School Education. As a future educational professional, the knowledge that was acquired during the Supervised Pedagogical Practice and her initial training was essential for a sustained educational activity not only during the internship but also for the trainee future practice. Furthermore, the theoretic basis that supported her activity allowed for a better personal development that impacted her way of thinking and acting in this context and this has a direct effect in the quality of the trainee educational exercise. The action-research method played an important role in the student learning process. This approach is cyclic and is composed by different phases: observation, planification, action, evaluation and reflection. This methodology made it possible for the student to plan her educational action in an intentional manner, taking into consideration the specificities of the two groups of children that she had daily contact with in their different contexts. All of this allowed the trainee to develop her professional skills based on the holistic and constructivist perspective of education - the child at the centre of the teaching and learning process – thus embracing a reflective, critical and inquisitive attitude that helped in bettering her practice. Through reflective and collaborative processes this learning period allowed the student to build a dual professional profile constituting as the first step in her training/learning throughout life.
Description
Keywords
Educação Investigação-ação Profissional reflexivo Perfil duplo Education Action-research Reflective professional Dual profile
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação