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Advisor(s)
Abstract(s)
O presente relatório de estágio surge no âmbito da unidade curricular de Prática de Ensino Supervisionada do Mestrado em Ensino do 1º Ciclo de Ensino Básico e Português e História e Geografia de Portugal do 2º Ciclo de Ensino Básico, da Escola Superior de Educação do Instituto Politécnico do Porto, para obtenção de grau de mestre. O trabalho foi desenvolvido no ano letivo de 2022/2023 em que decorreram os estágios nos dois ciclos de ensino e pretende evidenciar os conhecimentos construídos e que sustentaram as opções na prática e, ainda, espelhar o perfil reflexivo e investigativo da mestranda. Deste modo, iniciar-se-á com um enquadramento curricular e profissional, nomeadamente um posicionamento sobre educação, uma perspetiva sobre a formação inicial docente e o perfil reflexivo e investigativo, temas estes que permitirão depois introduzir a caracterização do contexto educativo que se viveu durante a prática de ensino supervisionada, nomeadamente a caracterização das escolas e das turmas em que decorreu a prática supervisionada. Posteriormente, procurar-se-á espelhar uma visão geral do percurso realizado ao longo deste período, nomeadamente uma breve explicação da organização e funcionamento da Prática de Ensino Supervisionado e após o qual se fará uma análise e reflexão das ações decorridas. Terminar-se-á com um capítulo focado na dimensão investigativa, descrevendo o projeto de Investigação-Ação que partiu de uma situação problemática identificada na turma de 1º CEB e da qual nasceu a questão inicial: “De que modo o trabalho docente, focado na diversificação de estratégias, pode contribuir para a melhoria das experiências pedagógico-curriculares no 1º CEB”? e para a qual se desenvolveu um plano de ação relevante para os intervenientes. A metodologia investigação-ação assentou na triangulação de técnicas qualitativas que se dividiram em três momentos (pré – dinamização – pós) e com recurso a focus group, diálogo estruturado, observação participante com recurso a guiões de observação, narrativas reflexivas e inquérito por entrevista. Após a análise dos dados obtidos, foi possível evidenciar que a diversidade de estratégias pode ser entendida como uma variável relevante em relação à participação e ao envolvimento dos alunos nas próprias atividades e também nas componentes curriculares.
This internship report is written within the scope of the curricular unit of Supervised Teaching Practice of the Master's Degree in Teaching the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, of the School of Education of the Polytechnic Institute of Porto, in order to obtain a master's degree. The work was developed in the academic year 2022/2023 in which the internships took place in the two teaching cycles and intends to transmit the acquired knowledge that supported the practiced options and mirror the reflective and investigative profile of the master's student. In this way, it will begin by provide with a curricular and professional background, namely its positioning on education, a perspective on initial teacher training and the reflective and investigative profile, topics which will then allow to introduce the characterization of the educational context that was experienced during the practice of supervised teaching, namely the characterization of the schools and classes where the supervised practice took place. Subsequently, it will make general reflection over of the progress observed over this period, namely a brief explanation of the organization and functioning of the Supervised Teaching Practice and after which an analysis and reflection of the actions taken will be carried out. A last chapter finally presented, where it illustrates the investigative dimension carried out, describing the Research-Action project that started from a problematic situation identified in the 1st CEB class and from which the following question arise: “How can teaching work, focused on the diversification of strategies, contribute to the improvement of pedagogical-curricular experiences in the 1st CEB”? and for which an action plan relevant to stakeholders has been developed. The action-research methodology was based on the triangulation of qualitative techniques that were divided into three moments (pre - dynamization - post) and resorting to focus group, structured dialogue, participant observation using observation guidelines, reflective narratives and interview surveys. After analyzing the data obtained, it was possible to conclude that the diversity of strategies can be understood as a relevant variable in relation to the participation and involvement of students in their own activities and also in the curricular components.
This internship report is written within the scope of the curricular unit of Supervised Teaching Practice of the Master's Degree in Teaching the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, of the School of Education of the Polytechnic Institute of Porto, in order to obtain a master's degree. The work was developed in the academic year 2022/2023 in which the internships took place in the two teaching cycles and intends to transmit the acquired knowledge that supported the practiced options and mirror the reflective and investigative profile of the master's student. In this way, it will begin by provide with a curricular and professional background, namely its positioning on education, a perspective on initial teacher training and the reflective and investigative profile, topics which will then allow to introduce the characterization of the educational context that was experienced during the practice of supervised teaching, namely the characterization of the schools and classes where the supervised practice took place. Subsequently, it will make general reflection over of the progress observed over this period, namely a brief explanation of the organization and functioning of the Supervised Teaching Practice and after which an analysis and reflection of the actions taken will be carried out. A last chapter finally presented, where it illustrates the investigative dimension carried out, describing the Research-Action project that started from a problematic situation identified in the 1st CEB class and from which the following question arise: “How can teaching work, focused on the diversification of strategies, contribute to the improvement of pedagogical-curricular experiences in the 1st CEB”? and for which an action plan relevant to stakeholders has been developed. The action-research methodology was based on the triangulation of qualitative techniques that were divided into three moments (pre - dynamization - post) and resorting to focus group, structured dialogue, participant observation using observation guidelines, reflective narratives and interview surveys. After analyzing the data obtained, it was possible to conclude that the diversity of strategies can be understood as a relevant variable in relation to the participation and involvement of students in their own activities and also in the curricular components.
Description
Keywords
Prática de ensino supervisionada Investigação-ação Diversificação de estratégias Desenvolvimento curricular Supervised teaching practice Research-action Diversification of strategies Curriculum development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação