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Authors
Abstract(s)
O relatório de estágio surge no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1º CEB e assume-se como um documento reflexivo que retrata o percurso desenvolvido ao longo da Prática Educativa Supervisionada.
Todo este caminho de crescimento pessoal e profissional foi sustentado por um quadro teórico e legal que permitiu desenvolver uma prática assente em princípios-chave, os quais espelham a personalidade, os valores e as crenças da docente estagiária.
A metodologia de Investigação-Ação, enquanto estratégia de formação, surgiu, também, como um pilar, já que toda a prática pedagógica foi orientada por um processo dinâmico de observação, planificação, ação e reflexão que, concomitantemente, proporcionaram um conhecimento aprofundado dos contextos e dos referentes teóricos e, consequentemente, uma intervenção mais informada e consciente da ação educativa. Com efeito, no decorrer da Prática Educativa Supervisionada, tentou desenvolver-se uma prática enquadrada no paradigma socio construtivista, o qual, contrariamente ao paradigma transmissivo, valoriza a criança como construtura do seu próprio conhecimento.
Por permitir, assim, o desenvolvimento de conhecimentos, competências e capacidades basilares ao exercício da função docente, a Prática Educativa Supervisionada assumiu um papel preponderante na construção da narrativa profissional da docente estagiária.
The internship report emerges in the framework of Pre-School Education and 1st Cycle of Basic Education Master’s degree and acts as a reflexive document which reflects the path developed along the Supervised Educational Practice. The whole path of personal and professional growing was sustained by a theoretical and legal frame that enabled developing a practice based on key principles, which reflects the personality, values and beliefs of the trainee teacher. The investigation-action methodology, as a training strategy, emerged also as a support, since all the pedagogical practice was guided by a dynamic process of observation, planning, action and reflection that, simultaneously, provided an in-depth knowledge of the contexts and theoretical references and consequently a more informed and conscious intervention of the educational action. In fact, during the Supervised Educational Practice, a practice framed in the socio-constructivist paradigm was attempted to be developed, which contrarily to the paradigm of transmission, values the child as a builder of his/her own knowledge. Therefore the Supervised Educational Practice assumed a main role in the construction of the professional account of the trainee teacher as it allowed the development of basic knowledge, skills and abilities to the practice of the teaching function.
The internship report emerges in the framework of Pre-School Education and 1st Cycle of Basic Education Master’s degree and acts as a reflexive document which reflects the path developed along the Supervised Educational Practice. The whole path of personal and professional growing was sustained by a theoretical and legal frame that enabled developing a practice based on key principles, which reflects the personality, values and beliefs of the trainee teacher. The investigation-action methodology, as a training strategy, emerged also as a support, since all the pedagogical practice was guided by a dynamic process of observation, planning, action and reflection that, simultaneously, provided an in-depth knowledge of the contexts and theoretical references and consequently a more informed and conscious intervention of the educational action. In fact, during the Supervised Educational Practice, a practice framed in the socio-constructivist paradigm was attempted to be developed, which contrarily to the paradigm of transmission, values the child as a builder of his/her own knowledge. Therefore the Supervised Educational Practice assumed a main role in the construction of the professional account of the trainee teacher as it allowed the development of basic knowledge, skills and abilities to the practice of the teaching function.
Description
Keywords
Educação Prática educativa supervisionada Investigação-ação Paradigma socio construtivista Education Supervised Educational Practice Investigation-action Socio-constructivist paradigm
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação