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Authors
Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da unidade curricular de Integração
Curricular: Prática Educativa e Relatório de Estágio, inserida no plano de estudos do
Mestrado em Ensino do 1.º e 2.º Ciclo do Ensino Básico. Este documento valida a
obtenção do grau mestre, habilitando para a docência em 1.º e 2.º ciclo do Ensino
Básico. Neste sentido, apresenta o percurso individual de formação, com opções
fundamentadas e em contexto, articuladas entre os saberes teóricos e os saberes
práticos construídos e aplicados ao longo da formação académica da mestranda.
No desenvolvimento da Prática Educativa, a metodologia de investigação-ação foi
a base de todo o trabalho desenvolvido pela professora estagiária. O seu processo
cíclico faseado em quatro fases: observação, planificação, ação e reflexão, permitiu a
construção de conhecimentos sólidos que sustentam a prática docente. A par desta
metodologia, a supervisão pedagógica assenta num momento importante e
insubstituível de aprendizagem na formação docente, uma vez que motiva à reflexão
partilhada. A reflexão em colaboração com o par pedagógico, com os orientadores
cooperantes e com os supervisores institucionais permite a partilha de saberes e de
vivências com o objetivo de modificar e melhorar práticas de ensino.
O rumo deste Relatório de Estágio desencadeia, ainda a reflexão crítica sobre
todas instâncias da escola e da comunidade educativa, através da implementação de
projetos contextualizados, que leva ao desenvolvimento de um processo ativo na
construção pessoal, profissional e social do profissional de educação.
The present report comes within the course of Curricular Integration: Educational Practice and Internship Report, inserted in the Master’s Curriculum of Teaching the 1st and 2nd Cycles of Basic Education. This document validates the master’s degree to teach the 1st and 2nd cycle of Basic Education. In this sense, it shows the individual training course, with options based on context and articulated between theoretical and practical knowledge built and applied throughout the academic training of the graduate student. In the development of Educational Practice, the methodology of the research action was the basis of the entire work done by trainee teacher. Its cyclic process is phased in four stages: observation, planning, action and reflection, allowing the construction of solid knowledge that support the teaching practice. Alongside this methodology, the pedagogical supervision is based on an important and irreplaceable moment of learning in teacher training, as it encourages the shared reflection. The reflection in collaboration with the pedagogical pair, with the cooperating advisors and the institutional supervisors allows the sharing of knowledge and experiences in order to modify and improve teaching practices. The direction of this Training Report also triggers the critical reflection on all instances of the school and the educative community, through the implementation of contextualized projects which leads to development of an active process in the personal, professional and social construction of the educational professional
The present report comes within the course of Curricular Integration: Educational Practice and Internship Report, inserted in the Master’s Curriculum of Teaching the 1st and 2nd Cycles of Basic Education. This document validates the master’s degree to teach the 1st and 2nd cycle of Basic Education. In this sense, it shows the individual training course, with options based on context and articulated between theoretical and practical knowledge built and applied throughout the academic training of the graduate student. In the development of Educational Practice, the methodology of the research action was the basis of the entire work done by trainee teacher. Its cyclic process is phased in four stages: observation, planning, action and reflection, allowing the construction of solid knowledge that support the teaching practice. Alongside this methodology, the pedagogical supervision is based on an important and irreplaceable moment of learning in teacher training, as it encourages the shared reflection. The reflection in collaboration with the pedagogical pair, with the cooperating advisors and the institutional supervisors allows the sharing of knowledge and experiences in order to modify and improve teaching practices. The direction of this Training Report also triggers the critical reflection on all instances of the school and the educative community, through the implementation of contextualized projects which leads to development of an active process in the personal, professional and social construction of the educational professional
Description
Keywords
Prática Educativa Supervisionada Reflexão Investigação-ação Cooperação Desenvolvimento pessoal e profissional Supervised educational practice Reflection Research-action Cooperation Personal and professional development
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação