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Abstract(s)
O relatório de estágio apresentado é um documento fundamental para o desenvolvimento pessoal e profissional da docente estagiária, pois espelha o processo de (re)construção de conhecimentos, competências, atitudes éticas e valores. Este relatório habilita profissionalmente para a docência na Educação Pré-Escolar e no Ensino do 1.º Ciclo do Ensino Básico.
Realçam-se referentes teóricos e legais que se mobilizam fundamentando Prática Educativa Supervisionada (PES) em consonância com as observações dos contextos e das particularidades dos grupos onde a docente estagiária foi integrada. Com este suporte, desenvolveram-se práticas educativas potenciadoras de desenvolvimento significativo e autêntico das crianças através de paradigmas socioconstrutivistas da educação. Desta forma, o processo de formação profissional aproximou-se à metodologia de investigação-ação, realçando-se a importância da observação, planificação, ação, reflexão e avaliação, para a transformação das práticas educativas pelo que potenciou um profissional reflexivo-investigador. Salienta-se ainda o processo de colaboração realizado entre o par pedagógico, as orientadoras cooperantes e as supervisoras institucionais, fomentando a mobilização de novos saberes e o envolvimento de todos, conduzindo a uma coconstrução coletiva e a práticas renovadas.
Neste contexto, reforça-se que a PES contribuiu para construção da identidade profissional docente, alicerçada em conhecimentos científicos e pedagógicos, no conhecimento profissional proveniente da experiência e de referências de ordem ética e deontológica.
The internship report presented is a fundamental document for the personal and professional development of the trainee teacher, as it reflects the process of (re)building knowledge, skills, ethical attitudes and values. This report professionally qualifies for teaching in Pre-School and Primary Education. Highlighted theoretical and legal references were mobilized supporting the Supervised Educational Practice (SEP), together with the observations of the contexts and the particularities of the groups that integrated the trainee teacher. With this support, educational practices were developed in order to provide significant and authentic development of children through socio-constructivist paradigms of education. In this way, the professional training process approached the action research methodology, emphasizing the importance of observation, planning, action, reflection and evaluation, for the transformation of educational practices, through which a reflective-research professional was promoted. The process of collaboration between the pedagogical pair, the cooperating counselors and the institutional supervisors was also highlighted, encouraging the mobilization of new knowledge through the involvement of all, leading to collective co-construction and renewed practices. In this context, it is reinforced that the SEP contributed to the construction of the professional identity, based on scientific and pedagogical knowledge, professional knowledge from experience and on ethical and deontological references.
The internship report presented is a fundamental document for the personal and professional development of the trainee teacher, as it reflects the process of (re)building knowledge, skills, ethical attitudes and values. This report professionally qualifies for teaching in Pre-School and Primary Education. Highlighted theoretical and legal references were mobilized supporting the Supervised Educational Practice (SEP), together with the observations of the contexts and the particularities of the groups that integrated the trainee teacher. With this support, educational practices were developed in order to provide significant and authentic development of children through socio-constructivist paradigms of education. In this way, the professional training process approached the action research methodology, emphasizing the importance of observation, planning, action, reflection and evaluation, for the transformation of educational practices, through which a reflective-research professional was promoted. The process of collaboration between the pedagogical pair, the cooperating counselors and the institutional supervisors was also highlighted, encouraging the mobilization of new knowledge through the involvement of all, leading to collective co-construction and renewed practices. In this context, it is reinforced that the SEP contributed to the construction of the professional identity, based on scientific and pedagogical knowledge, professional knowledge from experience and on ethical and deontological references.
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Keywords
Prática Educativa Supervisionada Colaboração Reflexão Socioconstrutivismo Perfil humanista Supervised Educational Practice Collaboration Reflection Socioconstrutivism Humanist profile
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação