| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 655.65 KB | Adobe PDF | |||
| 1.74 KB | License |
Authors
Advisor(s)
Abstract(s)
Este relatório foi elaborado no âmbito da Prática de Ensino Supervisionada do Mestrado em Ensino de Educação Musical no Ensino Básico da Escola Superior de Educação do Instituto Politécnico do Porto. No primeiro capítulo é apresentada uma caracterização do contexto onde decorreu o Estágio Pedagógico. O segundo capítulo apresenta a caracterização da turma com a qual foi realizada a Prática de Ensino Supervisionada, bem como uma reflexão fundamentada sobre as opções realizadas, dos desafios e aprendizagens proporcionados.
O terceiro capítulo apresenta o projeto de investigação sobre a avaliação das aprendizagens na Educação Musical, tendo como objetivo conhecer as práticas de avaliação realizadas no nesta disciplina do 2.º ciclo do Ensino Básico. As dificuldades e questões colocadas no momento de avaliar as práticas musicais, ao longo da Prática de Ensino Supervisionada, despertou o interesse por este estudo. Foi aplicado um questionário a 51 professores de Educação Musical, a lecionar no 2.º Ciclo do Ensino Básico, e realizadas entrevistas a dois professores. Conclui-se que os professores consideram que a avaliação tem funções de monitorização dos processos de ensino e aprendizagem e de promoção das aprendizagens dos alunos, utilizam diversos instrumentos de recolha, e informam os alunos das suas avaliações, quantitativa e qualitativamente. As condicionantes da implementação da avaliação em Educação Musical são a subjetividade, a indefinição de critérios de avaliação e as condições de aprendizagem. Os professores consideram que é um desafio ser justo na atribuição das classificações, avaliar práticas musicais e implementar práticas formativas.
As considerações finais apresentam uma reflexão sobre a Prática de Ensino Supervisionada, promovendo atitudes de reflexividade e autoavaliação da ação, tão importantes no crescimento profissional do docente
This report was developed within the scope of the Supervised Educational Practice as part of the Master Degree in Music Education in Elementary School of the School of Education of the Polytechnic Institute of Porto. The first chapter presents a characterization of the context in which the Supervised Teaching Practice took place. The second chapter presents the characterization of the class with which the Supervised Teaching Practice was carried out, as well as a reasoned reflection on the options made, the challenges, and the learning provided. The third chapter presents the research project on the learning assessment in Music Education, with the aim of identifying the assessment practices carried out in the context of the 2nd cycle of Basic Education. The interest in this study arose from the difficulties and questions raised during the process of learning assessment of musical practices, throughout the Supervised Teaching Practice. To evaluate the assessment practices, a questionnaire was applied to 51 teachers of Music Education in the 2nd Cycle of Basic Education, and interviews were conducted with two teachers. It was concluded that the teachers consider that the assessment has the functions of monitoring the teaching-learning processes and promoting student learning. A variety of collection instruments are used and the students are informed of their assessments quantitatively and qualitatively. The challenges in implementing assessment in Music Education are subjectivity, the lack of definition of assessment criteria, and learning conditions. Teachers find it challenging to be fair in assigning ratings, evaluating musical practices, and implementing training practices. The final considerations present a reflection on the Supervised Teaching Practice, reflexivity, and self-assessment of action, which are so important in the teacher's professional growth
This report was developed within the scope of the Supervised Educational Practice as part of the Master Degree in Music Education in Elementary School of the School of Education of the Polytechnic Institute of Porto. The first chapter presents a characterization of the context in which the Supervised Teaching Practice took place. The second chapter presents the characterization of the class with which the Supervised Teaching Practice was carried out, as well as a reasoned reflection on the options made, the challenges, and the learning provided. The third chapter presents the research project on the learning assessment in Music Education, with the aim of identifying the assessment practices carried out in the context of the 2nd cycle of Basic Education. The interest in this study arose from the difficulties and questions raised during the process of learning assessment of musical practices, throughout the Supervised Teaching Practice. To evaluate the assessment practices, a questionnaire was applied to 51 teachers of Music Education in the 2nd Cycle of Basic Education, and interviews were conducted with two teachers. It was concluded that the teachers consider that the assessment has the functions of monitoring the teaching-learning processes and promoting student learning. A variety of collection instruments are used and the students are informed of their assessments quantitatively and qualitatively. The challenges in implementing assessment in Music Education are subjectivity, the lack of definition of assessment criteria, and learning conditions. Teachers find it challenging to be fair in assigning ratings, evaluating musical practices, and implementing training practices. The final considerations present a reflection on the Supervised Teaching Practice, reflexivity, and self-assessment of action, which are so important in the teacher's professional growth
Description
Keywords
Educação musical Prática de ensino supervisionada Avaliação Aprendizagem Music education Supervised teaching practice Assessment Learning
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação