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Abstract(s)
O presente relatório tem como principal intuito a reflexão da estudante sobre a Prática
Pedagógica Supervisionada (PPS) desenvolvida nos contextos de Educação Pré-Escolar e do
1.º CEB, no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino
Básico, espelhando, assim, o processo formativo que promoveu o seu desenvolvimento
profissional e pessoal.
Neste contexto, realça a metodologia de investigação-ação que susteve este processo,
proporcionando um saber, saber-fazer, estar e ser imprescindíveis na transformação e
melhoria da prática educativa e na construção de um perfil profissional, Realça, ainda, o
processo socio-construtivista e de colaboração que envolveu a díade de formação, a
educadora e professora cooperantes e supervisores institucionais, mas sobretudo a
estagiária que construiu as suas representações do que é ser educadora de EPE e professora
do 1.º CEB na atualidade. Deste modo, releva o desenvolvimento de competências, de
atitudes e postura ética adquiridas na formação inicial, imprescindíveis para a
profissionalidade docente e base fundamental para a construção da identidade profissional
da futura professora.
This present work has as a main objective a student’s reflection about her Supervised Pedagogical Practice developed in the Pre-school Education and 1st cycle of basic education (elementary school) contexts, reflecting, this way, a formative process that has promoter a personal and professional growth. In this respect, it’s also emphasized the action-research method, which has sustained this processes, providing knowledge, doing, be and live together (as the four pillars of education), essential for educational practice transformation and improvement, and constructing of a professional profile. It’s also important to state the social constructivism for education and the collaboration which has surrounded the student, by her practice partner, kindergarten and elementary school teachers in the practices as well as institutional supervisors and mainly the Master’s Degree student that has built her representations about what it’s being a kindergarten and elementary school teacher of our time. Thus, it’s revealed competencies, attitudes and ethical stance acquired in the initial edification essential for the teaching professionality and a fundamental basis to the professional identity construction as a future educator and teacher.
This present work has as a main objective a student’s reflection about her Supervised Pedagogical Practice developed in the Pre-school Education and 1st cycle of basic education (elementary school) contexts, reflecting, this way, a formative process that has promoter a personal and professional growth. In this respect, it’s also emphasized the action-research method, which has sustained this processes, providing knowledge, doing, be and live together (as the four pillars of education), essential for educational practice transformation and improvement, and constructing of a professional profile. It’s also important to state the social constructivism for education and the collaboration which has surrounded the student, by her practice partner, kindergarten and elementary school teachers in the practices as well as institutional supervisors and mainly the Master’s Degree student that has built her representations about what it’s being a kindergarten and elementary school teacher of our time. Thus, it’s revealed competencies, attitudes and ethical stance acquired in the initial edification essential for the teaching professionality and a fundamental basis to the professional identity construction as a future educator and teacher.
Description
Keywords
Prática Pedagógica Investigação-ação Desenvolvimento profissional Identidade docente Pensamento crítico Pedagogical practice Action-research process Professional development Teaching identity Critical thinking
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação