| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.33 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório foi elaborado no âmbito da unidade curricular Prática de Ensino Supervisionada [PES], do Mestrado em Ensino de Educação Musical no Ensino Básico, da Escola Superior de Educação do Instituto Politécnico do Porto.
No primeiro capítulo, caracterizam-se, brevemente, os contextos em que a Prática de Ensino Supervisionada decorreu: escola, turma, e comunidade educativa.
No segundo capítulo, expõe-se uma reflexão fundamentada sobre a prática educativa desenvolvida, tendo por base a experiência adquirida durante as aulas observadas e lecionadas. Também se abordam autores de referência, no âmbito da didática e da pedagogia.
No terceiro capítulo, apresenta-se o projeto de investigação sobre o tema “Educação Inclusiva na formação do professor de Educação Musical”. Este tem como objetivo compreender de que forma os professores de Educação Musical consideram estar aptos para lecionar alunos com Necessidades Educativas Especiais [NEE]. Para isso, foi implementado um questionário a professores de Educação Musical a exercer funções, no ano letivo 2020/2021.
Este estudo exploratório sugere que os professores inquiridos não tiveram uma sólida formação no que respeita à educação inclusiva e que a maioria apresenta dificuldades em trabalhar com alunos com NEE.
Nas considerações finais, reflete-se sobre aspetos fundamentais da prática de ensino supervisionada subjacentes à prática profissional.
This final report was written as part of the Supervised Teaching Practice (PES) of the Master in Music Teaching (Music Education) in the School of Education of the Polytechnic Institute of Porto. In the first chapter there is a brief characterization of the contexts where the Supervised Teaching Practice took place: school, class and educational community The second chapter presents a reasoned reflection on the educational practice developed, based on the experience gained during the observed and taught classes. A brief approach to reference authors in didactics and pedagogy will also be presented. The third chapter presents the research project developed during the current school year, with the theme "Inclusive Education in the training of the teacher of Music Education". This project aims to understand how Music Education teachers feel prepared to teach students with Special Education Needs (SEN). It was conducted a survey to Music Education teachers who were working in the school year 2020/2021. The exploratory study suggests that teachers did not have a solid training. The final considerations allow us to reflect on fundamental aspects of supervised teaching practice and that underlie professional practice.
This final report was written as part of the Supervised Teaching Practice (PES) of the Master in Music Teaching (Music Education) in the School of Education of the Polytechnic Institute of Porto. In the first chapter there is a brief characterization of the contexts where the Supervised Teaching Practice took place: school, class and educational community The second chapter presents a reasoned reflection on the educational practice developed, based on the experience gained during the observed and taught classes. A brief approach to reference authors in didactics and pedagogy will also be presented. The third chapter presents the research project developed during the current school year, with the theme "Inclusive Education in the training of the teacher of Music Education". This project aims to understand how Music Education teachers feel prepared to teach students with Special Education Needs (SEN). It was conducted a survey to Music Education teachers who were working in the school year 2020/2021. The exploratory study suggests that teachers did not have a solid training. The final considerations allow us to reflect on fundamental aspects of supervised teaching practice and that underlie professional practice.
Description
Keywords
Educação musical Necessidade educativas especiais Educação inclusiva Educação especial Formação de professores Musical education Special educational needs Inclusive education Special education Teacher education
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação