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Advisor(s)
Abstract(s)
O presente relatório de estágio, intitulado de O segredo está em sonhar e acreditar que é possível!, surge no âmbito da Unidade Curricular de Prática de Ensino Supervisionada, integrada no plano de estudos conducentes ao grau de mestre em Ensino do 1º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2º CEB. Este documento visa retratar o percurso desenvolvido pela mestranda no decorrer da prática profissional, fazendo, por isso, uso de pressupostos teóricos e legais que sustentem a sua ação, mas, também, de saberes científicos, pedagógicos, didáticos e humanos essenciais à prática docente.
Ao longo do estágio, a mestranda teve o privilégio de contactar com dois contextos de ensino, um alusivo ao 1º CEB e outro ao 2º CEB, cuja caracterização é efetuada no presente documento. Concomitantemente, são apresentadas algumas das intervenções realizadas pela mestranda em ambos os contextos, através de reflexões pormenorizadas, que espelham a multiplicidade de estratégias e recursos mobilizados, assim como as aprendizagens efetuadas pelos alunos. De referir, ainda, que a pluralidade de experiências vividas e de aprendizagens concretizadas pela mestranda, tiveram por base a metodologia de investigação-ação, que assenta em quatro momentos: observação, planificação, ação e reflexão pós-ação.
Além do mais, destaca-se o ciclo de supervisão e a cooperação entre todos os intervenientes presentes neste percurso, que, através de sucessivas partilhas e reflexões, contribuíram para o desenvolvimento pessoal e profissional da mestranda, e para a, consequente, construção da identidade docente.
O presente documento alberga, ainda, uma componente investigativa, redigida em formato de artigo, na qual se pretendeu compreender a influência do material manipulável blocos padrão no desenvolvimento de conceitos geométricos, de competências e das capacidades matemáticas transversais, em alunos do 1º ano de escolaridade.
Com a finalização do presente relatório, dá-se por concluída a formação inicial da mestrada e, consequentemente, o concretizar do seu sonho, "o sonho de ser professora". Sem dúvida alguma que este percurso foi pautado por grandes desafios, mas, também, por grandes aprendizagens. Além do mais, foi através dessa aventura que a mestranda retirou um lema para vida: para alcançar os seus objetivos, é necessário "sonhar", trabalhar, dedicar, mas, também, "acreditar que é possível".
This internship report, entitled The secret fies in dreaming and believing that it's possible!, is part of the Supervised Teaching Practice Curricular Unit, which is part of the study plan leading to a master's degree in Teaching the 1st Cycle of Basic Education and Maths and Natural Sciences in the 2nd Cycle of Basic Education. This document aims to portray the path developed by the master's student during the course of her professional practice, making use of theoretical and legal assumptions that underpin her action, but also of scientific, pedagogical, didactic and human knowledge that is essential to the teaching practice. During her internship, the master's student had the privilege of coming into contact with two teaching contexts, one being the 1st Cycle of Basic Education and the other being the 2nd Cycle of Basic Education, which are characterised in this document. At the sarne time, some of the interventions carried out by the master's student in both contexts are presented, through detailed reflections that reveal the multiplicity of strategies and resources mobilised, as well as the learning achieved by the students. lt should also be noted that the plurality of experiences and lessons learnt by the master's student were based on the action research methodology, which is based on four stages: observation, planning, action and post-action reflection. ln addition, the cycle of supervision and co-operation between all those involved in this process should be highlighted, as successive sharing and reflections contributed to the personal and professional development of the master's student and the consequent construction of her teaching identity. This document also includes a research component, written in article format, in which the aim was to understand the influence of the manipulative material standard blocks on the development of geometric concepts, competences and transversal mathematical skills in 1st year students. With the completion of this report, the master's student's initial training is concluded and, consequently, her dream - "the dream of becoming a teacher" - is realised. There is no doubt that this journey has been characterised by great challenges, but also by great learning. What's more it was through this adventure that she learnt a motto for life: to achieve your goals, you have to "dream", work hard, dedicate yourself, but also "believe that it's possible".
This internship report, entitled The secret fies in dreaming and believing that it's possible!, is part of the Supervised Teaching Practice Curricular Unit, which is part of the study plan leading to a master's degree in Teaching the 1st Cycle of Basic Education and Maths and Natural Sciences in the 2nd Cycle of Basic Education. This document aims to portray the path developed by the master's student during the course of her professional practice, making use of theoretical and legal assumptions that underpin her action, but also of scientific, pedagogical, didactic and human knowledge that is essential to the teaching practice. During her internship, the master's student had the privilege of coming into contact with two teaching contexts, one being the 1st Cycle of Basic Education and the other being the 2nd Cycle of Basic Education, which are characterised in this document. At the sarne time, some of the interventions carried out by the master's student in both contexts are presented, through detailed reflections that reveal the multiplicity of strategies and resources mobilised, as well as the learning achieved by the students. lt should also be noted that the plurality of experiences and lessons learnt by the master's student were based on the action research methodology, which is based on four stages: observation, planning, action and post-action reflection. ln addition, the cycle of supervision and co-operation between all those involved in this process should be highlighted, as successive sharing and reflections contributed to the personal and professional development of the master's student and the consequent construction of her teaching identity. This document also includes a research component, written in article format, in which the aim was to understand the influence of the manipulative material standard blocks on the development of geometric concepts, competences and transversal mathematical skills in 1st year students. With the completion of this report, the master's student's initial training is concluded and, consequently, her dream - "the dream of becoming a teacher" - is realised. There is no doubt that this journey has been characterised by great challenges, but also by great learning. What's more it was through this adventure that she learnt a motto for life: to achieve your goals, you have to "dream", work hard, dedicate yourself, but also "believe that it's possible".
Description
Keywords
Prática de ensino supervisionada Reflexão sobre a ação Investigação-ação Colaboração Desenvolvimento pessoal e profissional Supervised teaching practice Reflection about action Action-research Collaboration Personal and professional development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação