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Advisor(s)
Abstract(s)
O percurso de formação para a docência que teve início com a Licenciatura
em Educação Básica e termina agora com a conclusão do Mestrado em Ensino
do 1º e 2º ciclos do Ensino Básico culmina com a realização e defesa do
presente relatório cujo objetivo é demonstrar, por meio da análise e reflexão, o
trabalho realizado pela mestranda no âmbito da sua intervenção educativa em
contexto de Prática Educativa Supervisionada (PES).
A intervenção educativa foi um percurso onde foram tomadas opções
sustentadas e com intenção pedagógica, numa articulação entre a teoria e a
prática, com uma postura permanentemente crítica e reflexiva das práticas
com o intuito de as melhorar.
O percurso desenvolveu-se numa perspetiva investigativa com
características de investigação-ação que culminou na realização de um projeto
investigativo implementado nos contextos, percecionando-se, deste modo, a
importância da necessidade permanente do professor-investigador para que
possa investigar as suas práticas educativas, de forma a melhorá-las e
transformá-las. A supervisão teve um papel fundamental no decorrer de todo o
processo através do acompanhamento por parte dos supervisores
institucionais, contanto com o apoio e colaboração dos professores
cooperantes e o trabalho colaborativo com o par pedagógico, permitindo
melhorar práticas e contribuir para o crescimento pessoal e profissional da
mestranda.
O relatório de estágio surge, desta forma, como retrato do percurso
desenvolvido, que ilustra o início da construção do que é ser professor e
espelha um crescimento pessoal e profissional que se vai desenvolver
futuramente
The academic path to teaching began with the Undergraduate Degree in Basic Education and ends with the conclusion of the Master Degree in teaching in the 1º and 2º cycles of Basic Education. It culminates with the completion and defense of this report which seeks to demonstrate which goal is to demonstrate, using analyses and reflection, the work developed by the student, within her educational intervention in the context of Supervised Educational Practice (PES). The educational intervention was a process where options had to be taken. These decisions were sustained with pedagogical intent, establishing a link between theory and practice, and with a permanently critical and reflective stance regarding the practices in order to improve them. The course was developed with a investigative perspective and investigation-action characteristics and culminated with the execution of a investigative project implemented in the contexts, perceiving, in this way, the importance of the continuing need of the teacher-researcher, so you can investigate their educational practices in order to improve them. Supervision played a key role throughout the entire process through monitoring by institutional supervisors, counting on the support and collaboration of cooperating teachers and collaborative work with the pedagogical pair, thereby improving practices and contributing to the personal and professional growth of the graduate student. The internship report arises, therefore, as picture developed course, that illustrates the start of the construction of what is to be a teacher and reflects the personal and professional growth which will occur in the future
The academic path to teaching began with the Undergraduate Degree in Basic Education and ends with the conclusion of the Master Degree in teaching in the 1º and 2º cycles of Basic Education. It culminates with the completion and defense of this report which seeks to demonstrate which goal is to demonstrate, using analyses and reflection, the work developed by the student, within her educational intervention in the context of Supervised Educational Practice (PES). The educational intervention was a process where options had to be taken. These decisions were sustained with pedagogical intent, establishing a link between theory and practice, and with a permanently critical and reflective stance regarding the practices in order to improve them. The course was developed with a investigative perspective and investigation-action characteristics and culminated with the execution of a investigative project implemented in the contexts, perceiving, in this way, the importance of the continuing need of the teacher-researcher, so you can investigate their educational practices in order to improve them. Supervision played a key role throughout the entire process through monitoring by institutional supervisors, counting on the support and collaboration of cooperating teachers and collaborative work with the pedagogical pair, thereby improving practices and contributing to the personal and professional growth of the graduate student. The internship report arises, therefore, as picture developed course, that illustrates the start of the construction of what is to be a teacher and reflects the personal and professional growth which will occur in the future
Description
Keywords
aprendizagem reflexão crescimento Investigação learning reflection growth investigation
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação