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Advisor(s)
Abstract(s)
O presente Relatório de Estágio tem como objetivo primeiro fazer uma
breve descrição do que foi a Prática Educativa Supervisionada, unidade
curricular final cuja avaliação positiva é condição para atribuição do grau de
mestre.
Esta prática é o reflexo de um percurso de aprendizagens feitas ao longo da
formação académica, dando o relatório relevo ao caminho construído pela
ação da professora estagiária.
Para além de uma reflexão sobre aprendizagens, serão abordados os
pressupostos legais que estiveram na base da formação do profissional de
educação em causa.
Num segundo momento, descrevem-se as experiências vivenciadas nas
escola EB1/JI dos Miosótis e EB2,3 Pêro Vaz de Caminha, pertencentes ao
Agrupamento que tem o nome da escola preparatória e secundária sede.
O percurso desenvolvido nas referidas escolas tem por base uma reflexão
analisada de acordo com a ação dos vários intervenientes no processo
educativo – estudantes, Professores Orientadores Cooperantes e restantes
elementos que formam a comunidade educativa.
As experiências pedagógicas têm como principal sustentação os
significativos momentos de transmissão de conhecimentos, resultantes de
uma formação digna da profissão, traduzindo-se em aprendizagens
significativas para os alunos.
A prática educativa supervisionada assentou, ao longo de todo o percurso,
naquele que é um dos propósitos do ato de ensinar — a articulação de
saberes (formais e não formais).
The following Internship Report has an objective, in first place, to deliver a brief description of what was Supervised Educational Practice, a final course unit in which the positive evaluation is a requirement to the master’s degree achievement. This practice is the reflection of a learning journey made along the scholar education, with the report giving a special highlight to the path built by the intern teacher’s actions. Beyond being a reflection upon learning skills made along the scholar education, legal implications will be addressed on which the professional training was based upon. On a second hand, experiences lived in “EB1/JI dos Miosótis” and “EB2,3 Pêro Vaz de Caminha” schools, belonging to School District with the same name as the 2nd and 3rd grade school, will be described. The journey that has been undertaken in those schools has in its basis a in depth reflection according to the different participants’ actions in the educational process – students, Cooperative Guidance Teachers and remaining elements that form the educational community. The educational experiences have in its core the meaningful moments of knowledge transmission, resulting from a profession worthy formation, thus translating into highly significant learning skill for the students. The supervised educational practice was, along all the way, built upon one of the most important intents of the art of teaching – the knowledge articulation (formal or otherwise).
The following Internship Report has an objective, in first place, to deliver a brief description of what was Supervised Educational Practice, a final course unit in which the positive evaluation is a requirement to the master’s degree achievement. This practice is the reflection of a learning journey made along the scholar education, with the report giving a special highlight to the path built by the intern teacher’s actions. Beyond being a reflection upon learning skills made along the scholar education, legal implications will be addressed on which the professional training was based upon. On a second hand, experiences lived in “EB1/JI dos Miosótis” and “EB2,3 Pêro Vaz de Caminha” schools, belonging to School District with the same name as the 2nd and 3rd grade school, will be described. The journey that has been undertaken in those schools has in its basis a in depth reflection according to the different participants’ actions in the educational process – students, Cooperative Guidance Teachers and remaining elements that form the educational community. The educational experiences have in its core the meaningful moments of knowledge transmission, resulting from a profession worthy formation, thus translating into highly significant learning skill for the students. The supervised educational practice was, along all the way, built upon one of the most important intents of the art of teaching – the knowledge articulation (formal or otherwise).
Description
Keywords
Prática de ensino supervisionada 1.º e 2.º ciclos Articulação Reflexão Supervised teaching practice 1st and 2nd grades Articulation Reflection
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação