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Authors
Abstract(s)
O presente relatório foi desenvolvido no âmbito de Prática Pedagógica
Supervisionada no 1ºCiclo do Ensino Básico, Unidade Curricular do Mestrado
em Educação Pré-Escolar e Ensino do 1ºCiclo do Ensino Básico, na Escola
Superior de Educação do Instituto Politécnico do Porto. Assim sendo, diz
respeito à intervenção da mestranda numa turma de 4ºano do 1ºCiclo do
Ensino Básico, numa instituição de ensino público, na zona metropolitana do
Porto.
A Unidade Curricular em questão, de cariz teórico-prático, permitiu
mobilizar pressupostos teóricos fundamentais para o desenvolvimento da
prática pedagógica, dando a conhecer as competências desejáveis do
profissional de ensino. A metodologia utilizada ao longo do percurso da
mestranda assentou na vertente da investigação e ação, pelo que envolve um
conjunto de etapas que permitem a melhoria das práticas e,
consequentemente, do desenvolvimento profissional e da aprendizagem dos
alunos.
O relatório espelha todo o processo formativo, destacando conceções
teóricas e legais e o contexto da prática, evidenciando, de forma crítica e
reflexiva, momentos do estágio que marcaram o desenvolvimento profissional
e pessoal da futura professora. Destaca-se a valorização do aluno como
indivíduo único, repleto de características que o caracterizam, bem como do
processo de ensino-aprendizagem, pelo que se utilizaram metodologias
socioconstrutivistas e recursos diversificados com vista à aprendizagem de
sucesso.
Deste modo, realça-se que este mestrado contribuiu para o
desenvolvimento de competências essenciais no que concerne à profissão
docente, sendo que a vivência de situações concretas permitiram a construção
fundamentada do pensamento crítico e de um conjunto de saberes científicos,
pedagógicos e didáticos da mestranda.
The present report was developed in the context of Supervised Teaching Practice in Primary School, a Course Unit part of the Master's Degree in Preschool and Primary School Education at Escola Superior de Educação of Instituto Politécnico do Porto. Therefore, it concerns the Master's student intervention in a 4th grade of primary school class, at a public teaching school in the metropolitan area of Porto. The referred Course Unit, of theoretical-practical nature, allowed the mobilization of theoretical principles which are fundamental to the development of teaching practice, emphasizing the desirable skills expected from the teacher. The Master's student applied an action research methodology during the entire time, involving a group of stages which allowed practice improvement and, consequently, an improvement in professional development and students' learning. The report reflects the entire formative process, highlighting theoretical and legal conceptions and the practice context, while pointing out, in a critical reflexive manner, relevant moments of the internship which had impact in the future teacher's personal and professional development. Both the appreciation of the student as an unique individual, full of characteristics which characterize him/her, and the teaching learning process stand out, whereby social-constructivist methodologies and diverse resources were used in order to achieve a successful learning process. Thus, it emphasizes that this Master's Degree has contributed to the development of essential teaching skills, with the experience of specific situations allowing the proper based growth of critical thinking and a skillset of scientific, pedagogical and didactic knowledge by the Master's student.
The present report was developed in the context of Supervised Teaching Practice in Primary School, a Course Unit part of the Master's Degree in Preschool and Primary School Education at Escola Superior de Educação of Instituto Politécnico do Porto. Therefore, it concerns the Master's student intervention in a 4th grade of primary school class, at a public teaching school in the metropolitan area of Porto. The referred Course Unit, of theoretical-practical nature, allowed the mobilization of theoretical principles which are fundamental to the development of teaching practice, emphasizing the desirable skills expected from the teacher. The Master's student applied an action research methodology during the entire time, involving a group of stages which allowed practice improvement and, consequently, an improvement in professional development and students' learning. The report reflects the entire formative process, highlighting theoretical and legal conceptions and the practice context, while pointing out, in a critical reflexive manner, relevant moments of the internship which had impact in the future teacher's personal and professional development. Both the appreciation of the student as an unique individual, full of characteristics which characterize him/her, and the teaching learning process stand out, whereby social-constructivist methodologies and diverse resources were used in order to achieve a successful learning process. Thus, it emphasizes that this Master's Degree has contributed to the development of essential teaching skills, with the experience of specific situations allowing the proper based growth of critical thinking and a skillset of scientific, pedagogical and didactic knowledge by the Master's student.
Description
Keywords
Investigação – ação Processo de ensino-aprendizagem Aprendizagem cooperativa Tecnologias da informação e comunicação Action research Teaching learning process Cooperative learning Information and communications technology
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação