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Authors
Advisor(s)
Abstract(s)
O presente relatório de estágio surge no âmbito da unidade curricular
Integração Curricular: Prática Educativa e Relatório de Estágio, parte
integrante do plano de Estudos do Mestrado em Ensino do 1.º e 2.º Ciclo do
Ensino Básico e tem como intento espelhar o percurso formativo vivenciado
pela mestranda, dando a conhecer todo um processo de construção de
conhecimentos e desenvolvimento de competências pessoais, profissionais e
sociais, fundamentais na construção de uma identidade profissional docente.
Ao longo do documento realiza-se uma abordagem reflexiva das ações
desenvolvidas pela formanda no contexto educativo, assim como das
metodologias e pressupostos teóricos e legais que sustentaram as suas
intervenções. Além disso, o presente relatório possibilita a reflexão acerca das
potencialidades e constrangimentos com os quais a mestranda se deparou ao
longo das suas práticas, permitindo expressar as aprendizagens e competências
desenvolvidas e adquiridas, tais como, o desenvolvimento de uma postura
reflexiva e indagadora, a capacidade de articular os saberes teóricos com a
prática, o reconhecimento da importância do trabalho colaborativo na melhoria
da ação pedagógica e a capacidade de planificar atividades promotoras de
aprendizagens significativas.
Sustentado numa metodologia de investigação-ação, este percurso formativo
permitiu o desenvolvimento de capacidades de reflexão e investigação
essenciais para o melhoramento da prática educativa e da qualidade da
educação.
A prática educativa supervisionada afigura-se como um momento
privilegiado no processo de habilitação profissional, despoletando
competências e aprendizagens essenciais às práticas futuras.
The current traineeship report is related to the following curricular unit – Curricular Integration: Educational practice and Traineeship Report, component part of the Master’s study plan on teaching on 1st and 2nd level of basic education and intends to show the educational journey experienced by the Master’s degree student, showing all the process of knowledge construction and the development of personal, professional and social skills, essential to the construction of a teacher’s identity. Throughout this document is made a reflexive approach to the actions developed by the Master’s degree student in an educational context, as well as her theoretical and legal methodologies and assumptions that sustain her interventions. Furthermore, the current report allows a reflection about the potentialities and difficulties faced by the Master’s degree student throughout her educational practice, enabling her to express the skills and lessons learnt and developed, as well as the development of a reflexive and questioning attitude, the ability of articulate the theoretical knowledge with practice, the recognition of the value of the cooperative work on the improvement of the teaching practice and on the ability to plan activities which promote significant knowledge. Supported on an investigation-action methodology, this educational journey enabled the development of reflection and investigation skills essential to the development of the teaching practice and the quality of education. The supervised teaching practice is seen as a privileged moment in the process of professional qualification, triggering skills and knowledge essential to future practice.
The current traineeship report is related to the following curricular unit – Curricular Integration: Educational practice and Traineeship Report, component part of the Master’s study plan on teaching on 1st and 2nd level of basic education and intends to show the educational journey experienced by the Master’s degree student, showing all the process of knowledge construction and the development of personal, professional and social skills, essential to the construction of a teacher’s identity. Throughout this document is made a reflexive approach to the actions developed by the Master’s degree student in an educational context, as well as her theoretical and legal methodologies and assumptions that sustain her interventions. Furthermore, the current report allows a reflection about the potentialities and difficulties faced by the Master’s degree student throughout her educational practice, enabling her to express the skills and lessons learnt and developed, as well as the development of a reflexive and questioning attitude, the ability of articulate the theoretical knowledge with practice, the recognition of the value of the cooperative work on the improvement of the teaching practice and on the ability to plan activities which promote significant knowledge. Supported on an investigation-action methodology, this educational journey enabled the development of reflection and investigation skills essential to the development of the teaching practice and the quality of education. The supervised teaching practice is seen as a privileged moment in the process of professional qualification, triggering skills and knowledge essential to future practice.
Description
Keywords
Identidade profissional Reflexão Investigação-ação Prática educativa supervisionada Professional identity Reflection Investigation-action Supervised teaching practice
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação