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Abstract(s)
A prática profissional de um docente pressupõe a capacidade de
mobilização de pressupostos teóricos e legais de saberes científicos,
pedagógicos e didáticos, fruto de uma formação adequada à profissionalidade
docente, no sentido da preparação de cidadãos capazes de responder
ativamente aos desafios da sociedade.
Parte integrante da Unidade Curricular de Integração Curricular: Prática
Educativa e Relatório de Estágio e requisito fundamental para obtenção do
grau de Mestre em Ensino do 1º e 2º Ciclos do Ensino Básico, o presente
relatório espelha o percurso formativo da futura professora, realizado nos
contextos do 1º e 2º Ciclos do Ensino Básico, pelo que revela o seu crescimento
pessoal e profissional. Todo o trabalho realizado decorreu em díade de
formação, possibilitando a construção partilhada de conhecimentos
sustentados em recursos teórico-práticos e de investigação que se
enriqueceram com as reflexões realizadas em contexto.
Além disso, o processo de formação sustentou-se numa metodologia de
investigação-ação que se processa numa espiral cíclica de observação,
planificação, reflexão e avaliação, que permitiram o desenvolvimento de
capacidades de reflexão e de investigação com efeitos no melhoramento da
prática educativa e na qualidade da educação. Este processo dinâmico de
contribuição do eu profissional e pessoal em construção com outros estimulou
a descoberta da identidade profissional docente.
Com a realização deste documento termina o ciclo da formação inicial, mas
estamos certos de que não termina aqui a formação de um professor, sendo
apenas este o início de uma vida rodeada de desafios e de aprendizagens.
The professional practice of a teacher presupposes the ability to mobilize theoretically and legally their savvy about scientific, pedagogic and educational, that result from its adequate formation to a teacher profession, on its way to prepare capable citizens to answer actively to society challenges. Integrant part of the Curricular Unit of Curricular Integration: Educational and Internship Report Practice, and fundamental requirement to obtain a Master degree on 1º and 2º Cycle of Basic Education, the present report reflects the formation way of the future teacher, performed on the context of the 1º and 2º Cycles of Basic Education, revealing its personal and professional growth. All the work was performed in formation dyad, enabling the sharing of knowledge supported by theoretic and practical resources, and investigation, which were enriched with the reflections carried out in context. Besides that, the formation process sustained itself on a methodology of investigation and action that is processed on a cyclic spiral of observation, planning, reflection and evaluation that allow the development of reflection and research capacities that reflects on the improvement of the educational practice and quality. This dynamic process of contribution to the personal and professional me while working with others stimulated the discovery of the professional identity of the teacher. After writing this document the initial cycle of formation ends, being certain that it will not end at this point, as this is only the beginning of a life surrounded by challenges and still a lot to learn.
The professional practice of a teacher presupposes the ability to mobilize theoretically and legally their savvy about scientific, pedagogic and educational, that result from its adequate formation to a teacher profession, on its way to prepare capable citizens to answer actively to society challenges. Integrant part of the Curricular Unit of Curricular Integration: Educational and Internship Report Practice, and fundamental requirement to obtain a Master degree on 1º and 2º Cycle of Basic Education, the present report reflects the formation way of the future teacher, performed on the context of the 1º and 2º Cycles of Basic Education, revealing its personal and professional growth. All the work was performed in formation dyad, enabling the sharing of knowledge supported by theoretic and practical resources, and investigation, which were enriched with the reflections carried out in context. Besides that, the formation process sustained itself on a methodology of investigation and action that is processed on a cyclic spiral of observation, planning, reflection and evaluation that allow the development of reflection and research capacities that reflects on the improvement of the educational practice and quality. This dynamic process of contribution to the personal and professional me while working with others stimulated the discovery of the professional identity of the teacher. After writing this document the initial cycle of formation ends, being certain that it will not end at this point, as this is only the beginning of a life surrounded by challenges and still a lot to learn.
Description
Keywords
Prática educativa supervisionada Desenvolvimento pessoal e profissional Investigação-ação Díade de formação Personal and professional development Investigation-action Formation Dyad
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação