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Advisor(s)
Abstract(s)
A construção do presente relatório de estágio (RE) assenta na ação docente
desenvolvida no âmbito da unidade curricular (UC) da Prática Educativa
Supervisionada (PES), cujo objetivo parte da análise descritiva e reflexiva das
ações da estagiária no contexto de creche, bem como, no de pré-escolar. Esta
UC mobilizou um conjunto de saberes, pedagógicos, didáticos, científicos, e de
investigação que articulados com as particularidades e caraterísticas do grupo,
permite corresponder às competências e responsabilidades de um educador de
infância que visiona a criança como um ser ativo na construção do seu
conhecimento. Importa, ainda, salientar que prática pedagógica teve como
base a metodologia de investigação-ação (IA), destacando um papel
fundamental do processo de observação, planificação, ação, avaliação e
reflexão.
Assim, a formanda acredita que todo este percurso formativo formou uma
base para o seu futuro desempenho profissional, nunca esquecendo, que o
conceito de aprendizagem ao longo da vida estará sempre associado à
docência, ou seja, existe uma necessidade de formação constante, na medida
em que só desta forma é possível corresponder aos obstáculos e exigências que
o dia a dia acarreta. Na mesma linha de pensamento, os contextos de estágios
e todos os processos que estes envolvem, foram os principais elementos que
contribuíram para a aprendizagem de competências profissionais.
The construction of this internship report is based on teaching action developed within the curriculum of Supervised Teaching Practice unit, whose goal part of the descriptive analysis and reflective of the actions of the trainee in the context of nursery school, as well as, in the preschool. This curricular unit mobilized a set of knowledge, teaching, scientific, educational, and research that linked to the peculiarities and characteristics of the group, allows you to match the skills and responsibilities of an educator of childhood that envisions the child as an active in building your knowledge. Matter also reinforce that educational practice is based on the methodology of action research, highlighting a fundamental role in the process of observation, planning, action and reflection. So the student believes that all this training course formed a basis for professional future performance, never forgetting that a teacher is always a student, in other words, there is a need for constant training which only in this way is possible respond to obstacles and daily requirements. In the same line of thought, the contexts of stages and all the processes involved, were the key elements that contributed to the development of professional skills.
The construction of this internship report is based on teaching action developed within the curriculum of Supervised Teaching Practice unit, whose goal part of the descriptive analysis and reflective of the actions of the trainee in the context of nursery school, as well as, in the preschool. This curricular unit mobilized a set of knowledge, teaching, scientific, educational, and research that linked to the peculiarities and characteristics of the group, allows you to match the skills and responsibilities of an educator of childhood that envisions the child as an active in building your knowledge. Matter also reinforce that educational practice is based on the methodology of action research, highlighting a fundamental role in the process of observation, planning, action and reflection. So the student believes that all this training course formed a basis for professional future performance, never forgetting that a teacher is always a student, in other words, there is a need for constant training which only in this way is possible respond to obstacles and daily requirements. In the same line of thought, the contexts of stages and all the processes involved, were the key elements that contributed to the development of professional skills.
Description
Keywords
Educação de infância Prática educativa supervisionada Criança Aprendizagem profissional Reflexão Childhood education Supervised teaching practice Children Professional learning Reflection
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação