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Abstract(s)
O presente relatório de qualificação profissional surge com o objetivo de descrever e
analisar o trabalho desenvolvido pela estudante durante a sua prática pedagógica,
apresentando como aspetos centrais a co construção e o desenvolvimento das competências
profissionais.
A prática pedagógica desenvolveu-se segundo uma metodologia de investigação-ação,
sendo que esta assenta em dois eixos estruturantes, nomeadamente: a ação e a reflexão. Esta
metodologia, ao sugerir o desejo de mudanças na ação, enaltece a necessidade do educador
ser um profissional investigativo. Neste sentido, importa salientar as várias estratégias
propostas que auxiliaram o desenvolvimento desta metodologia ao longo de todo o percurso
formativo da estudante nomeadamente: as narrativas reflexivas individuais, a elaboração de
planificações em equipa educativa, a reunião de avaliação reguladora, a construção do projeto
curricular de grupo e as reuniões com a supervisora institucional.
Este trabalho divide-se em duas partes essenciais, nomeadamente: o enquadramento
teórico e legal, constituído pelo conjunto de pressupostos que fundamentaram a ação da
estagiária, e a análise reflexiva das atividades desenvolvidas pela estudante no decorrer da sua
ação, bem como o contributo destas no desenvolvimento de competências profissionais.
Em suma, todo o estágio permitiu que se colmatassem e atenuassem as fragilidades
sentidas pela estagiária, sendo que existe plena perceção de que a formação não termina aqui,
esta acontece, ou pelo menos deve acontecer, ao longo da vida.
The present professional qualification report appears with the aim of exposing the work done by the student during her pedagogical practice, presenting as central aspects the co construction and the development of professional skills. The teaching practice has developed according to a methodology of research-action, based on two main structural areas, specifically action and reflection. This methodology suggests the desire of changing the action, praises the need of the educator who should be a professional researcher. In this sense, it should be pointed the several proposed strategies, which helped the development of this methodology throughout the student formative course, particularly the individual tales, preparing lessons plans in educational team, the meeting of regulating evaluation, the creation of the group curricular project and the meetings with the institutional supervisor. This work is divided into two main parts the theoretical and legal formed by a set of assumptions that underlie the probationer action and the reflexive analysis of the activities performed by the student during her practice, as well as their contribution to the development of professional skills. In short, all the traineeship has allowed the probationer to review, relieve and end up her fragilities, but knowing full well that training doesn’t end here, it should, at least, happen throughout life.
Dissertação submetida como requisito parcial para obtenção do grau de Mestre em Educação Pré-Escolar
The present professional qualification report appears with the aim of exposing the work done by the student during her pedagogical practice, presenting as central aspects the co construction and the development of professional skills. The teaching practice has developed according to a methodology of research-action, based on two main structural areas, specifically action and reflection. This methodology suggests the desire of changing the action, praises the need of the educator who should be a professional researcher. In this sense, it should be pointed the several proposed strategies, which helped the development of this methodology throughout the student formative course, particularly the individual tales, preparing lessons plans in educational team, the meeting of regulating evaluation, the creation of the group curricular project and the meetings with the institutional supervisor. This work is divided into two main parts the theoretical and legal formed by a set of assumptions that underlie the probationer action and the reflexive analysis of the activities performed by the student during her practice, as well as their contribution to the development of professional skills. In short, all the traineeship has allowed the probationer to review, relieve and end up her fragilities, but knowing full well that training doesn’t end here, it should, at least, happen throughout life.
Dissertação submetida como requisito parcial para obtenção do grau de Mestre em Educação Pré-Escolar
Description
Keywords
Educação de infância Investigação-ação Competências profissionais Kids education Investigation-action Professional skills
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação