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Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular (UC) de Prática de Ensino Supervisionada (PES) que seinserenoplano de estudosdo Mestrado emEnsinadolºCiclo doEnsinoBásico(CEB) ede Matemática e Ciências Naturais no 2.ºCEB. Esta UC pretende que o futuro docente desenvolva profissional e pessoalmente, através da experiência e da descoberta em contexto educativo. Assim, este Relatório de Estágio pretender descrever e refletir sobre a ação desenvolvida no contexto educativo, sustentada por pressupostos teóricos e legais, de modo a que se possa compreender o percurso de descoberta e de evolução do perfil profissional da mestranda.Durante todo o caminho desenvolvido na PES,procurou-se selecionar práticas que permitissem o desenvolvimento integral e holístico dos estudantes, que respeitassem o ritmo de cada um e que favorecessem a aquisição de aprendizagens significativas e "Aprender com (c)alma." Assim, promovendo uma educação integral e respeitando a essência de cada estudante e de cada turma,amestranda contactoucomdoisníveis educativos-o1.º CEB e o 2.ºCEB -,e com dois tipos de regimes de ensino diferentes:ensino presenciale ensino não presencial. De modo a adequar e adaptar o seu trabalho a ambos os contextos, foi fundamental,para a mestranda,o processo colaborativo desenvolvido com os professores cooperantes, os professores supervisores, os orientadores, o par pedagógico,o duplo par pedagógico e demais intervenientes.Este aspeto,as exigências inerentes à prática profissional e a adaptação ocorrida durante o ano letivo permitiu superar desafios, melhorar as práticas educativas,desenvolver competências fulcrais à profissão docente e construir uma identidade profissional. Ademais, a prática pedagógica constituiu-se como um contexto rico de investigação-ação, na qual a mestranda pôde observar,planificar,agir e refletir,com o intuito de desenvolver competências inerentes ao docente investigador/reflexivo.
Neste relatório de estágio expõe-se, ainda, o projeto de investigação, desenvolvido em contexto 2.ºCEB, onde se procurou compreender quais as dinâmicas curriculares desenvolvidas durante o regime de ensino a distância,numa turma do 6.º ano de escolaridade.Deparando-se comum anoletivo atípico influenciado pela COVID-19,a mestranda considerouinteressante investigar que mudanças curriculares foram vivenciadas.
This reportispart of thecurricular unitSupervised TeachingPractice (PES) thatis part of the Master's Degree in teaching of the1st Cycle of Basic Education (CEB) and Mathematics and NaturalSciences in the 2nd CEB. This UC intends that the future teacher develops professionally and personally, through experience and discovery in an educationalcontext.Thus,this lnternship Reportintends to describe and reflect onthe action developed in the educational context, supported by theoretical and legal assumptions, so that one can understandthepathofdiscovery andevolutionoftheprofessionalprofile ofthemaster's degree.Throughout the course developed in PES, we tried to select practices that would allow the integral and holistic development of the students, that would respect the rhythm of each one and that would favour the acquisition of significant learning and "Learning with (c)soul". Thus, promoting an integral education and respecting the essence of each student and each class,the master's degree student met two educational leveis-the1stCEB andthe 2ndCEB-andwithtwo differenttypesofteachingregimes:face-to-face teaching and non-face-to-face teaching. To adapt its work to both contexts, it was fundamental for the master's degree student the collaborativeprocess developed withthe cooperating teachers,the supervising teachers, the mentors,the pedagogical pair,the double pedagogical pair and other actors.This aspecthe demands inherent to professional practice and the adaptation that took place during the school year allowed us to overcome challenges,improve educationalpractices,develop core skills in the teaching profession and build a professionalidentity.Moreover,the pedagogicalpractice constituted a rich context of action-research,in which the teacher could observe,plan, act and reflecwith the intention of developing skills inherent to the research/reflective teacher. This internship report also presents the research project,developed in the context of the 2nd CEB,where it was sought to understand the curricular dynamics developed during the distance learning regime,in a class of the 6th year of schooling. Facing an atypical school year influenced by COVID-19, the master student considereditinterestingto investigate what curricular changes were experienced.
This reportispart of thecurricular unitSupervised TeachingPractice (PES) thatis part of the Master's Degree in teaching of the1st Cycle of Basic Education (CEB) and Mathematics and NaturalSciences in the 2nd CEB. This UC intends that the future teacher develops professionally and personally, through experience and discovery in an educationalcontext.Thus,this lnternship Reportintends to describe and reflect onthe action developed in the educational context, supported by theoretical and legal assumptions, so that one can understandthepathofdiscovery andevolutionoftheprofessionalprofile ofthemaster's degree.Throughout the course developed in PES, we tried to select practices that would allow the integral and holistic development of the students, that would respect the rhythm of each one and that would favour the acquisition of significant learning and "Learning with (c)soul". Thus, promoting an integral education and respecting the essence of each student and each class,the master's degree student met two educational leveis-the1stCEB andthe 2ndCEB-andwithtwo differenttypesofteachingregimes:face-to-face teaching and non-face-to-face teaching. To adapt its work to both contexts, it was fundamental for the master's degree student the collaborativeprocess developed withthe cooperating teachers,the supervising teachers, the mentors,the pedagogical pair,the double pedagogical pair and other actors.This aspecthe demands inherent to professional practice and the adaptation that took place during the school year allowed us to overcome challenges,improve educationalpractices,develop core skills in the teaching profession and build a professionalidentity.Moreover,the pedagogicalpractice constituted a rich context of action-research,in which the teacher could observe,plan, act and reflecwith the intention of developing skills inherent to the research/reflective teacher. This internship report also presents the research project,developed in the context of the 2nd CEB,where it was sought to understand the curricular dynamics developed during the distance learning regime,in a class of the 6th year of schooling. Facing an atypical school year influenced by COVID-19, the master student considereditinterestingto investigate what curricular changes were experienced.
Description
Keywords
Prática de ensino supervisionada Desenvolvimento profissional e pessoal Reflexão sobre a ação Educação integral e holística Investigação-ação Dinâmicas curriculares Teaching Practice Professional and personal development Reflection on action Integral and holistic education Action-Research Curricular dynamics
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação