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Advisor(s)
Abstract(s)
O presente relatório foi construído tendo em conta a prática educativa supervisionada realizada pela mestranda, em contexto de creche e de jardim-de-infância, durante o Mestrado em Educação Pré-Escolar.
Ao longo deste documento foram abordadas questões de cariz legal e teórico que sustentaram toda a ação da formanda, incluindo os modelos curriculares, as Orientações Curriculares para a Educação Pré-Escolar e os Decretos-Leis nº240/2001 e nº241/2001. Concomitantemente, o seu plano de ação foi desenvolvido numa linha de aproximação à metodologia investigação-ação, sendo que promoveram a criação de uma atitude reflexiva que teve como finalidade a compreensão de situações emergentes na prática cuja pertinência ambicionava a sua transformação e inovação. Deste modo, a sua ação foi realizada em forma de espiral, que conteve as seguintes fases observar, registar, documentar, planear, avaliar, comunicar, articular e refletir.
Em suma, a elaboração deste documento permitiu retratar o trabalho desenvolvido pela mestranda e a sua consequente análise, sustentada pelo quadro teórico e metodológico disponível, permitiu revelar o desenvolvimento das competências profissionais da formanda. Simultaneamente, demonstra a construção de aprendizagens integradas e integradoras que atuaram na Zona de Desenvolvimento Próximo das crianças contribuindo, assim, para a criação de aprendizagens significativas e uma Educação de qualidade.
This report was written considering the supervised educational practice completed by the master’s student, on a daycare and on a preschool, throughout the Preschool Education Master’s Degree. During the master’s degree the matters of legal and theoretical nature studied sustained the student’s practice, including several pedagogical models, the Curricular Guidelines for Pre-School Education and the portuguese Decrees-Laws no. 240/2001 and no. 241/2001. Concomitantly, her plan of action was developed in a line of proximity to the action-research methodology, which allowed the construction of a reflexive attitude that culminated in a comprehension of all the situations which arose during teacher training and in the transformation and innovation of the student’s pedagogical practice. In this way, her action was developed in a spiral, which included several phases, such as observing, registering, documenting, planning, evaluating, communicating, articulating and reflecting. In conclusion, the formulation of this document allowed the portrait of the developed work by the master’s student and hers sustained analysis on the available theoretical and methodological framework, and permitted comprehending the student’s professional skills’ development. Simultaneously comproved the construction of integrated and integrative learning that acted on the children’s Zone of Proximal Development contributing, in the way, to the foundation of significate learning and a quality Education.
This report was written considering the supervised educational practice completed by the master’s student, on a daycare and on a preschool, throughout the Preschool Education Master’s Degree. During the master’s degree the matters of legal and theoretical nature studied sustained the student’s practice, including several pedagogical models, the Curricular Guidelines for Pre-School Education and the portuguese Decrees-Laws no. 240/2001 and no. 241/2001. Concomitantly, her plan of action was developed in a line of proximity to the action-research methodology, which allowed the construction of a reflexive attitude that culminated in a comprehension of all the situations which arose during teacher training and in the transformation and innovation of the student’s pedagogical practice. In this way, her action was developed in a spiral, which included several phases, such as observing, registering, documenting, planning, evaluating, communicating, articulating and reflecting. In conclusion, the formulation of this document allowed the portrait of the developed work by the master’s student and hers sustained analysis on the available theoretical and methodological framework, and permitted comprehending the student’s professional skills’ development. Simultaneously comproved the construction of integrated and integrative learning that acted on the children’s Zone of Proximal Development contributing, in the way, to the foundation of significate learning and a quality Education.
Description
Keywords
Educação Pré-Escolar Educador de Infância Reflexão Desenvolvimento Profissional Preschool Education Preschool Teacher Reflexion Professional development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação