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Authors
Abstract(s)
O presente relatório de estágio realizado no âmbito da Unidade Curricular de Prática Educativa Supervisionada (PES), integrada no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, pretende dar a conhecer o percurso formativo da docente estagiária desenvolvido nos dois níveis de educação.
A formação inicial constituiu um momento ímpar neste processo, promovendo a aquisição de saberes científicos, pedagógicos e didáticos a par de uma perspetiva profissional investigativa e reflexiva sobre a prática. A PES realizou-se através do trabalho colaborativo, em parceria com o seu par pedagógico, as orientadoras cooperantes e as supervisoras institucionais, através da partilha de conhecimentos. O processo formativo sustentou-se numa perspetiva socio construtivista do conhecimento e na metodologia de investigação-ação, caraterizada pelo processo de investigação em espiral – observação, planificação, ação, reflexão e avaliação, contribuindo para a formação de um profissional reflexivo. A utilização desta metodologia facilitou a construção de conhecimento sobre a criança, tendo em conta os seus interesses e necessidades, possibilitando assim que esta fosse o centro de todo o processo de ensino e aprendizagem.
Neste sentido, a PES consistiu num momento de articulação entre a teoria e a prática, permitindo o desenvolvimento de competências pessoais e profissionais, fundamentais para a construção de um perfil duplo de formação, contribuindo para a construção da sua identidade profissional.
The present internship report is included in the scope of the Curricular Unit of Supervised Educational Practice, integrated in the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, intends to present the training course of the trainee teacher developed at both levels of Education. The initial training was a unique moment in this process, promoting the acquisition of scientific, pedagogical and didactic knowledge along with a professional and reflective professional perspective on the practice. The Supervised Educational Practice was carried out through collaborative work, in partnership with its pedagogical pair, cooperating counselors and institutional supervisors, through the sharing of knowledge. The formative process was based on a socio-constructive perspective of knowledge and action-research methodology, characterized by the spiral investigation process - observation, planning, action, reflection and evaluation, contributing to the formation of a reflective professional. The use of this methodology facilitated the construction of knowledge about the child, taking into account their interests and needs, thus enabling it to be the center of the entire teaching and learning process. In this sense, the Supervised Educational Practice consisted of a moment of articulation between theory and practice, allowing the development of personal and professional skills, fundamental for the construction of a double profile of formation, contributing to the construction of its professional identity.
The present internship report is included in the scope of the Curricular Unit of Supervised Educational Practice, integrated in the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, intends to present the training course of the trainee teacher developed at both levels of Education. The initial training was a unique moment in this process, promoting the acquisition of scientific, pedagogical and didactic knowledge along with a professional and reflective professional perspective on the practice. The Supervised Educational Practice was carried out through collaborative work, in partnership with its pedagogical pair, cooperating counselors and institutional supervisors, through the sharing of knowledge. The formative process was based on a socio-constructive perspective of knowledge and action-research methodology, characterized by the spiral investigation process - observation, planning, action, reflection and evaluation, contributing to the formation of a reflective professional. The use of this methodology facilitated the construction of knowledge about the child, taking into account their interests and needs, thus enabling it to be the center of the entire teaching and learning process. In this sense, the Supervised Educational Practice consisted of a moment of articulation between theory and practice, allowing the development of personal and professional skills, fundamental for the construction of a double profile of formation, contributing to the construction of its professional identity.
Description
Keywords
Educação Socio Construtivismo Investigação-ação Perfil duplo Education Socioconstructivism Investigation-action Double Profile
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação