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Authors
Abstract(s)
No âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.ºCiclo do
Ensino Básico, desenvolveu-se o presente relatório de qualificação profissional,
em que será analisada de forma reflexiva a Prática Pedagógica Supervisionada
da mestranda, em contexto da Educação Pré-Escolar.
O objetivo fulcral da desta intervenção em contexto educativo consistiu em
promover a construção de aprendizagens que permitissem uma tomada de
consciência do compromisso e responsabilidade atribuída ao Educador de
Infância.
A formanda teve oportunidade de desenvolver um perfil próprio enquanto
futura Educadora de Infância, tendo como base as Orientações Curriculares
para a Educação Pré-Escolar, num processo ativo de investigação-ação.
Comparando a ação educativa da formanda em momentos iniciais do estágio,
com momentos já mais avançados neste processo, reconhece-se uma evolução
nas dimensões da observação, planificação, ação, reflexão e avaliação, que
compõem o ciclo reflexivo da metodologia supracitada, evolução essa que
resultou num progressivo desenvolvimento de competência profissionais.
Durante a intervenção no contexto educativo, a formanda recorreu a
estratégias e instrumentos de reflexão, nomeadamente os guiões de pré-
observação, as planificações, as narrativas colaborativas, os diários de
formação, as notas de campo e as reuniões com o Supervisor Institucional, a
Educadora Cooperante e a díade de formação.
A organização do ambiente educativo consistiu numa das preocupações da
formanda, que procurou atender à necessidade de organizar de forma flexível
o espaço, tempo e grupo.
Under the scope of the Masters in Preschool Education and Teaching 1. º Primary School, was developed this professional qualification report, on which will be reflexively analized the period of Practice Pedagogical Supervised of the graduate student in the context of Preschool Education. The key objective of this intervention in an educational context was to promote the construction of learning and to enable an awareness of the commitment and responsibility assigned to the pre-school teacher. The student had the opportunity to develop her own profile as a future Childhood Educator, based on the Curriculum Guidelines for Pre-School Education, through an active process of action research. Comparing the educational action of the trainee in the early moments of the stage, with moments already more advanced in this process, it is possible to recognize a change in the dimensions of the observation, planning, action, reflection and evaluation, comprising the reflective cycle of the aforementioned methodology, and that this evolution resulted in a progressive development of professional competence. During the intervention in the educational context, the trainee resorted to strategies and tools for analysis, including the scripts for pre-observation, the weekly lesson plans, collaborative narratives, training diaries, field notes and meetings with the Institutional Supervisor, the Cooperating educator and the pedagogical dyad. The organization of the educational environment consisted on one of the trainee's concerns, which sought to address the need to flexibly organize space, time and group.
Under the scope of the Masters in Preschool Education and Teaching 1. º Primary School, was developed this professional qualification report, on which will be reflexively analized the period of Practice Pedagogical Supervised of the graduate student in the context of Preschool Education. The key objective of this intervention in an educational context was to promote the construction of learning and to enable an awareness of the commitment and responsibility assigned to the pre-school teacher. The student had the opportunity to develop her own profile as a future Childhood Educator, based on the Curriculum Guidelines for Pre-School Education, through an active process of action research. Comparing the educational action of the trainee in the early moments of the stage, with moments already more advanced in this process, it is possible to recognize a change in the dimensions of the observation, planning, action, reflection and evaluation, comprising the reflective cycle of the aforementioned methodology, and that this evolution resulted in a progressive development of professional competence. During the intervention in the educational context, the trainee resorted to strategies and tools for analysis, including the scripts for pre-observation, the weekly lesson plans, collaborative narratives, training diaries, field notes and meetings with the Institutional Supervisor, the Cooperating educator and the pedagogical dyad. The organization of the educational environment consisted on one of the trainee's concerns, which sought to address the need to flexibly organize space, time and group.
Description
Keywords
Prática Pedagógica Supervisionada Supervised Teaching Practice Educador de Infância Investigação-ação Ambiente educativo Childhood Educator
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação