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Abstract(s)
O presente relatório surge no âmbito da formação inicial de docência enquadrada na unidade Curricular Prática Educativa Supervisionada, inserida no plano de estudos do Mestrado de Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. Tal como evidencia o Decreto-Lei n.º 79/2014,de 14 de maio este documento constituium requisito parcialpara a obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. Tendo em conta, a vertente prática desta unidade curricular, o relatório de estágio evidencia a mobilização de saberes científicos, pedagógicos, didáticos e investigativos que contribuíram para o desenvolvimento de uma atitude profissionalreflexiva e investigativa relativamente às questões emergentes da prática profissional.
Ao longo da formação, a mestranda procurou desenvolver práticas educativas que promovessem aprendizagens significativas nas crianças de ambos os níveis educativos contribuindo para o seu desenvolvimento holístico. Destaca-se o papel e contributo da Metodologia de lnvestigação-Ação ao longo da prática pedagógica nomeadamente das suas etapas:observação,planificação,ação e reflexão.Durante este percurso, adotou-se uma postura crítica e reflexiva, valorizando o contributo das crianças como co-construtoras das suas aprendizagens num referencial de paradigma socioconstrutivista,permitindo responder aos seus interesses e dificuldades.
Por fim, é de realçar a interatividade e colaboração vivenciada em ambos os contextos educativos e formativos com todos os intervenientes educativos, fomentando o gosto pela profissão de Educadora de Infância e de professora do 1º Ciclo do Ensino Básico contribuindo para o desenvolvimento de competências pessoais e profissionais para a docência de perfil duplo.
This report comes within the scope of initial teaching training within the Supervised EducationalPractice Curriculum unit,included in the syllabus ofthe Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. As evidenced by Decree-Law No. 79/2014, of 14 May, this document is a partiaIrequirement for obtaining a master's degree in Pre School Education and Teaching of the 1st Cycle of Basic Education. Taking into account the practical aspect of this curricular unit,the internship report highlights the mobilization of scientific, pedagogical, didactic and investigative knowledge that contributed to the development of a reflective and investigative professional attitude towards emerging issues in professional practice. Throughout the training,the master's student sought to develop educational practices that promote significant learning in children at both educational leveis, contributing to their holistic development. The role and contribution of Action Research Methodology throughout the pedagogical practice is highlighted, namely in its stages: observation, planning, action and reflection. During this journey, a criticai and reflective stance was adopted, valuing the contribution of children as co-builders of their learning within a framework of socio-constructivist paradigm, allowing them to respond to their interests and difficulties. Finally, it is worth highlighting the interactivity and collaboration experienced in both educational and training contexts with ali educational stakeholders, fostering a taste for the profession of Kindergarten Educator and teacher of the 1st Cycle of Basic Education, contributing to the development of personal skills and professionals for teaching with a double profile.
This report comes within the scope of initial teaching training within the Supervised EducationalPractice Curriculum unit,included in the syllabus ofthe Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. As evidenced by Decree-Law No. 79/2014, of 14 May, this document is a partiaIrequirement for obtaining a master's degree in Pre School Education and Teaching of the 1st Cycle of Basic Education. Taking into account the practical aspect of this curricular unit,the internship report highlights the mobilization of scientific, pedagogical, didactic and investigative knowledge that contributed to the development of a reflective and investigative professional attitude towards emerging issues in professional practice. Throughout the training,the master's student sought to develop educational practices that promote significant learning in children at both educational leveis, contributing to their holistic development. The role and contribution of Action Research Methodology throughout the pedagogical practice is highlighted, namely in its stages: observation, planning, action and reflection. During this journey, a criticai and reflective stance was adopted, valuing the contribution of children as co-builders of their learning within a framework of socio-constructivist paradigm, allowing them to respond to their interests and difficulties. Finally, it is worth highlighting the interactivity and collaboration experienced in both educational and training contexts with ali educational stakeholders, fostering a taste for the profession of Kindergarten Educator and teacher of the 1st Cycle of Basic Education, contributing to the development of personal skills and professionals for teaching with a double profile.
Description
Keywords
Child Supervised educational practice Socioconstructivism Professional development Criança Prática educativa supervisionada Socioconstrutivismo Desenvolvimento profissional
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação