| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.2 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório de qualificação profissional foi desenvolvido no âmbito do Mestrado em Educação Pré-Escolar, tendo como objetivo apresentar uma reflexão crítica acerca do percurso de formação profissional ao longo das Práticas Educativas Supervisionadas I e II, realizadas em contexto de Creche e em contexto Pré-Escolar.
As competências e as capacidades desenvolvidas e adquiridas ao longo das práticas educativas permitiram expandir e construir saberes profissionais adequados ao nível de ensino em questão. Desta forma, foi possível a concretização de uma ação educativa sustentada e contextualizada baseada no construtivismo e nas pedagogias participativas. Para além disto, o relatório demonstra o crescimento da estagiária ao nível pessoal e ao nível profissional.
O percurso desenvolvido pela mestranda baseou-se numa metodologia de aproximação à investigação-ação experienciando alguns processos desde a observação à planificação, ação, avaliação e reflexão. Estes revelaram-se fundamentais para que a prática educativa desenvolvida pela mestranda alcançasse os objetivos pretendidos, tendo em vista a aprendizagem significativa para as crianças, bem como o envolvimento ativo das mesmas no processo de ensino e aprendizagem. De acrescentar que estes processos permitiram o desenvolvimento da ação de forma contextualizada, integrada e integradora tendo em conta as necessidades e interesses evidenciados pelo grupo.
Posto isto, o presente relatório ilustra os receios, os obstáculos, as conquistas e as aprendizagens da mestranda que contribuirão para a construção de uma identidade profissional.
This professional qualification report was developed within the framework of the Master's Degree in Pre-School Education, aiming to present a critical reflection about the course of vocational training throughout Supervised Educational Practices I and II, carried out in the context of Day Care and in a Pre-School context. The skills and abilities developed and acquired throughout the educational practices allowed to expand and build professional knowledge appropriate to the level of education in question. Therefore it was possible to achieve a sustained and contextualized educational action based on constructivism and in participatory pedagogies. In addition, this report demonstrates the growth of the trainee both at a personal and professional level. The course developed by the master's student was based on a approach to research-action methodology experiencing some processes from observation to planning, action, avaliation and reflection. These were fundamental for the educational practice developed by the master to reach the intended objectives, in view of the significant learning for the children, as well as their active involvement in the teaching-learning process. To add that these same processes allowed the development of the action in a contextualized, integrated and integrative way taking into account the needs and interests evidenced by the group. Having said this, this report illustrates the fears, obstacles, achievements and the learning of the master's degree that will contribute to the construction of a identity professional.
This professional qualification report was developed within the framework of the Master's Degree in Pre-School Education, aiming to present a critical reflection about the course of vocational training throughout Supervised Educational Practices I and II, carried out in the context of Day Care and in a Pre-School context. The skills and abilities developed and acquired throughout the educational practices allowed to expand and build professional knowledge appropriate to the level of education in question. Therefore it was possible to achieve a sustained and contextualized educational action based on constructivism and in participatory pedagogies. In addition, this report demonstrates the growth of the trainee both at a personal and professional level. The course developed by the master's student was based on a approach to research-action methodology experiencing some processes from observation to planning, action, avaliation and reflection. These were fundamental for the educational practice developed by the master to reach the intended objectives, in view of the significant learning for the children, as well as their active involvement in the teaching-learning process. To add that these same processes allowed the development of the action in a contextualized, integrated and integrative way taking into account the needs and interests evidenced by the group. Having said this, this report illustrates the fears, obstacles, achievements and the learning of the master's degree that will contribute to the construction of a identity professional.
Description
Keywords
Educação de infância Prática educativa Reflexão Aprendizagem profissional Childhood education Educational practice Reflection Professional learning
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação