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O presente Relatório de Estágio foi desenvolvido no âmbito da Unidade Curricular anual Prática de
Ensino Supervisionada, que integra o plano de estudos do Mestrado em Ensino do 1.º Ciclo do Ensino
Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico. Este
documento, além de se constituir como um dos elementos de avaliação da PES, é um requisito formal
obrigatório para a aceitação a prova pública e para a conclusão do segundo ciclo de estudos
superiores e, desta forma, a obtenção do grau de Mestre. O RE engloba uma dimensão reflexiva e
descritiva, que se debruça sobre o percurso vivenciado pelo professor estagiário ao longo do ano de
estágio curricular, desenvolvido nas valências de 1.º e 2.º Ciclos de Ensino Básico, espelhando
igualmente a construção de saberes científicos e pedagógico-didáticos no decorrer da sua formação
académica, pessoal e social, assim como a apresentação dos contextos onde se desenvolveu a ação
educativa do professor em formação. Além disso, este documento agrega ainda uma dimensão
investigativa, a qual potenciou o desenho de um projeto de Investigação Ação acerca de uma
problemática percecionada no contexto de 2.º CEB, durante o período de observação. Posto isto,
procurou-se aferir quais as conceções dos professores de1.º CEB e de 2.º CEB sobre o ensino das
estratégias de compreensão leitora, as dimensões que estas implicam e como as mobilizam dentro
da sala de aula, e foram propostos percursos didáticos, construídos com o objetivo de desenvolver,
nos alunos, os níveis de compreensão leitora, através de perguntas/atividades que apelavam
precisamente a esses diferentes tipos de compreensão leitora. A par disso, foram ainda fornecidas
aos alunos, de forma explicita, estratégias de compreensão leitora a serem utilizadas nos momentos
de pré-leitura, durante a leitura e no pós leitura. Foi evidente que os alunos se apropriaram das
estratégias ensinadas, uma vez que se constou a ocorrência de evoluções expressivas, dado que em
todos os níveis de compreensão leitora (CL; CI; CR; CC), foi possível verificar progressos
significativos ao nível do desempenho dos alunos.
This lnternship Report was developed within the scope of the Annual Supervised Teaching Practice Curricular Unit, which is part of the study plan of the Master's Degree in Teaching in the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Elementary Education. This document, in addition to being one of the PES evaluation elements, is a mandatory formal requirement for acceptance to the public test and for the completion of the second cycle of higher studies, and, in this way, obtaining the Master's degree . RE encampasses a reflective and descriptive dimension, which focuses on the journey experienced by the trainee teacher throughout the year of curricular internship, developed in the 1st and 2nd Cycles of Elementary School, equally mirroring the construction of scientific and pedagogical-didactic knowledge during their academic, personal and social training, as well as the presentation of the contexts where the educational action of the teacher in training took place. Furthermore, this document also adds an investigative dimension, which enhanced the design of an Action Research project about a problem perceived in the context of 2nd CEB, during the observation period. That said, we sought to evaluate the perceptions/knowledge of 1st CEB and 2nd CEB teachers about reading comprehension strategies, the dimensions they imply and how they mobilize them within the classroom, and didactic paths were proposed, built with the The objective of developing students' levels of reading comprehension, through questions/activities that appealed precisely to these different types of reading comprehension. ln addition, students were also explicitly provided with reading comprehension strategies to be used in pre-reading, during reading and post-reading moments. lt was evident that the students took advantage of the strategies taught, as significant developments were noted, given that at all levels of reading comprehension (LC; IC; RC; CC), it was possible to verify significant progress in terms of performance from the students.
This lnternship Report was developed within the scope of the Annual Supervised Teaching Practice Curricular Unit, which is part of the study plan of the Master's Degree in Teaching in the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Elementary Education. This document, in addition to being one of the PES evaluation elements, is a mandatory formal requirement for acceptance to the public test and for the completion of the second cycle of higher studies, and, in this way, obtaining the Master's degree . RE encampasses a reflective and descriptive dimension, which focuses on the journey experienced by the trainee teacher throughout the year of curricular internship, developed in the 1st and 2nd Cycles of Elementary School, equally mirroring the construction of scientific and pedagogical-didactic knowledge during their academic, personal and social training, as well as the presentation of the contexts where the educational action of the teacher in training took place. Furthermore, this document also adds an investigative dimension, which enhanced the design of an Action Research project about a problem perceived in the context of 2nd CEB, during the observation period. That said, we sought to evaluate the perceptions/knowledge of 1st CEB and 2nd CEB teachers about reading comprehension strategies, the dimensions they imply and how they mobilize them within the classroom, and didactic paths were proposed, built with the The objective of developing students' levels of reading comprehension, through questions/activities that appealed precisely to these different types of reading comprehension. ln addition, students were also explicitly provided with reading comprehension strategies to be used in pre-reading, during reading and post-reading moments. lt was evident that the students took advantage of the strategies taught, as significant developments were noted, given that at all levels of reading comprehension (LC; IC; RC; CC), it was possible to verify significant progress in terms of performance from the students.
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Keywords
Prática de ensino supervisionada Investigação-ação Percursos didáticos Níveis de compreensão leitora Estratégias de compreensão leitora Supervised teaching practice Research-action Didactic paths Leveis of reading comprehension Reading comprehension strategies
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação