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Abstract(s)
O presente relatório compreende a descrição, análise e reflexão do trabalho desenvolvido ao longo do estágio de Mestrado em Educação Pré-Escolar. Esta formação incluiu o enquadramento de diferentes processos educativos indissociáveis entre si, tais como, a observação, a planificação, a avaliação e a reflexão. Estes processos surgiram na aproximação à abordagem de uma metodologia de investigação-ação, que abrange a transformação do ambiente educativo para sua melhoria baseada numa perspetiva de contínua investigação e reflexão. Esta metodologia preconiza uma articulação entre a teoria e a prática, fomentando o desenvolvimento de competências profissionais. Este desenvolvimento é, assim, descrito ao longo dos três principais capítulos constituintes deste relatório. O estágio da mesma e consequente desenvolvimento e aprendizagens profissionais foi realizada em dois estágios curriculares em salas de atividade de creche, com crianças de um ano de idade, e de jardim-de-infância, com crianças entre os três e os seis anos. Em ambos os estágios a mestranda baseou todo o seu trabalho num princípio transversal a qualquer referente teórico e legal: resposta aos interesses e às necessidades das crianças. Neste sentido, a criança surgiu como centro da ação educativa da mestranda e como um agente ativo na sua aprendizagem e desenvolvimento.
This report comprises the description, analysis and reflection of all the developed work during the teacher training in Preschool Education Master’s Degree. This training includes the framework of several educational processes that are inseparable, such as, observing, planning, evaluating and reflecting. These processes have emerged as a result of an attempt to draw on the action-research approach, which comprehends the transformation of the educational environment so it can improve, based on a perspective of continuous investigation and reflection. This methodology includes an articulation between theory and practice, promoting the development of professional skills. This development is, in this way, described throughout the main three chapters of this report. The student’s teacher training and subsequent professional development and learning was done throughout two different teacher training processes: in a daycare classroom, with one-year-olds, and in a preschool classroom with children aged three to six years old. In both teacher trainings, the master’s student based all her work on a principle, inherent to any legal or theoretical reference: answering the children’s needs and interests. Thus, the child was perceived as the center of the student’s educational action and as an active learner, having control over their own development.
This report comprises the description, analysis and reflection of all the developed work during the teacher training in Preschool Education Master’s Degree. This training includes the framework of several educational processes that are inseparable, such as, observing, planning, evaluating and reflecting. These processes have emerged as a result of an attempt to draw on the action-research approach, which comprehends the transformation of the educational environment so it can improve, based on a perspective of continuous investigation and reflection. This methodology includes an articulation between theory and practice, promoting the development of professional skills. This development is, in this way, described throughout the main three chapters of this report. The student’s teacher training and subsequent professional development and learning was done throughout two different teacher training processes: in a daycare classroom, with one-year-olds, and in a preschool classroom with children aged three to six years old. In both teacher trainings, the master’s student based all her work on a principle, inherent to any legal or theoretical reference: answering the children’s needs and interests. Thus, the child was perceived as the center of the student’s educational action and as an active learner, having control over their own development.
Description
Keywords
Creche Pré-Escolar Estágio Investigação-ação Competências profissionais Daycare Preschool Teacher training Action-research Professional skills
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação