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Advisor(s)
Abstract(s)
O presente Relatório de Estágio (RE) surge no âmbito da Unidade Curricular (UC) de Prática
de Ensino Supervisionada (PES), inserida no plano de estudos do Mestrado em Ensino do 1.°
Ciclo de Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2.° CEB.
Neste RE, é feita uma análise reflexiva do percurso do mestrando ao longo da PES, seguindo
uma metodologia de investigação-ação, em cada um dos contextos com os quais contactou,
passando pelas suas quatro fases que a sustentam: observação, planificação, ação e
reflexão. No presente RE, encontra-se também o projeto de investigação construído e
desenvolvido durante toda a PES.
Durante a PES, o mestrando teve a oportunidade de contactar com o 1.° CEB e o 2.° CEB, em
momentos distintos, sendo necessária uma alteração e adaptação dos seus métodos a cada
um destes contextos, tendo em conta as particularidades de cada um. Este contacto
realizou-se sempre de forma presencial, apesar de muitas vezes não ser possível estar com
todos os alunos, uma vez que quase todas as semanas alguns tinham de ficar em isolamento,
devido à pandemia COVID-19 vivida no momento. Ao longo de todo o processo, foi
objetivado integrar as tecnologias na educação destes alunos, utilizando alguns recursos
tecnológicos nas salas de aula, aplicando-os de formas diferentes consoante a familiarização
dos contextos com determinado recurso e de modo a perceber possíveis vantagens e
desvantagens de determinado material, sendo, portanto, o presente RE intitulado de
Aprender a sonhar: tecnologias na Educação.
This Internship Report (IR) is part of the Supervised Teaching Practice Curricular Unit, inserted the study plan of the Master's Degree in Teaching in the 1st Cycle of Basic Education (CBE) and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. This IR provides a reflective analysis of the master's student's journey throughout the (STP), following an research-action methodology in each of the contexts with which he was in contact with, going through the four phases that support it: observation, planning, action and reflection. In this IR, we also find the research project built and developed during the entire STP. During said STP, the Master’s student had the opportunity to contact the 1st CBE and the 2nd CBE, at different times, having the need to change and adapt his methods while in each of these contexts, taking into account the particularities of each one. This contact was always made in person, although it was often not possible to be with all the students, since almost every week there were some in isolation, due to the (at the time) ongoing COVID-19 pandemic. Throughout the process, it was aimed to integrate technologies into the educative process of these students, using technological resources in the classrooms, applying them in different ways depending on the familiarity of the contexts with a particular resource and in order to understand possible advantages and disadvantages of certain material, being, therefore, the present IR entitled Learning to dream: technologies in Education.
This Internship Report (IR) is part of the Supervised Teaching Practice Curricular Unit, inserted the study plan of the Master's Degree in Teaching in the 1st Cycle of Basic Education (CBE) and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. This IR provides a reflective analysis of the master's student's journey throughout the (STP), following an research-action methodology in each of the contexts with which he was in contact with, going through the four phases that support it: observation, planning, action and reflection. In this IR, we also find the research project built and developed during the entire STP. During said STP, the Master’s student had the opportunity to contact the 1st CBE and the 2nd CBE, at different times, having the need to change and adapt his methods while in each of these contexts, taking into account the particularities of each one. This contact was always made in person, although it was often not possible to be with all the students, since almost every week there were some in isolation, due to the (at the time) ongoing COVID-19 pandemic. Throughout the process, it was aimed to integrate technologies into the educative process of these students, using technological resources in the classrooms, applying them in different ways depending on the familiarity of the contexts with a particular resource and in order to understand possible advantages and disadvantages of certain material, being, therefore, the present IR entitled Learning to dream: technologies in Education.
Description
Keywords
Prática de ensino supervisionada Tecnologia Inovação Reflexão Supervised teaching practice Technology Innovation Reflection
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação