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Abstract(s)
O presente Relatório de Estágio surge no âmbito da unidade curricular de Prática de Ensino Supervisionada (PES), em conformidade com o plano de estudos do Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2.º CEB.
Ao longo deste documento encontra-se retratada a formação da mestranda durante a prática profissional, tendo em conta os pressupostos teóricos e legais, assim como os saberes científicos, pedagógicos e didáticos que sustentaram a mesma.
O contacto com dois ciclos de ensino distintos durante a PES sucedido em dois tipos de modalidade: Ensino Presencial e Ensino a Distância, permitiu à mestranda o desenvolvimento de diversas capacidades, nomeadamente de cooperação e adequação a diferentes contextos, assim como o desenrolar de uma postura investigativa subjacente às quatro fases da metodologia de investigação–ação: observação, planificação, ação e reflexão.
A mestranda realizou, ainda, um projeto de investigação com características de estudo comparativo do tipo quasi-experimental, em duas turmas do 2.º ano de escolaridade, que incidiu, em particular, sobre a abordagem do Diagrama de Venn em contexto escolar e a sua compreensão efetiva tendo como recurso objetos e ações do quotidiano dos alunos.
Importa salientar que este abrir de portas para o caminho da docência marca-se como o início de uma vida repleta de mudanças, inovação e criação, uma vez que estes três pilares encontram-se sempre de mãos dadas com o percurso da educação.
This Internship Report comes within the scope of the Supervised Teaching Practice (PES) curricular unit, in accordance with the syllabus of the Master in Teaching of the 1st Cycle of Basic Education (CBE) and of Mathematics and Natural Sciences of 2nd CBE. Throughout this document, the formation of the master's student during professional practice is portrayed, taking into account the theoretical and legal assumptions, as well as the scientific, pedagogical and didactic knowledge that supported it. The contact with two different teaching cycles during the PES, which succeeded in two types of modality: Face-to-face and Distance Learning, allowed the master's student to develop several skills, namely cooperation and adaptation to different contexts, as well as the development of a posture research underlying the four phases of the action-research methodology: observation, planning, action and reflection. The master's student also carried out a research project with characteristics of comparative study of the quasi-experimental type, in two classes of the 2nd year of schooling, which focused, in particular, on the approach of the Venn Diagram in a school context and on their effective understanding as resources and actions of the students' daily lives. It should be noted that this opening of doors to the path of teaching marks the beginning of a life full of change, innovation and creation, since these three pillars are always hand in hand with the path of education.
This Internship Report comes within the scope of the Supervised Teaching Practice (PES) curricular unit, in accordance with the syllabus of the Master in Teaching of the 1st Cycle of Basic Education (CBE) and of Mathematics and Natural Sciences of 2nd CBE. Throughout this document, the formation of the master's student during professional practice is portrayed, taking into account the theoretical and legal assumptions, as well as the scientific, pedagogical and didactic knowledge that supported it. The contact with two different teaching cycles during the PES, which succeeded in two types of modality: Face-to-face and Distance Learning, allowed the master's student to develop several skills, namely cooperation and adaptation to different contexts, as well as the development of a posture research underlying the four phases of the action-research methodology: observation, planning, action and reflection. The master's student also carried out a research project with characteristics of comparative study of the quasi-experimental type, in two classes of the 2nd year of schooling, which focused, in particular, on the approach of the Venn Diagram in a school context and on their effective understanding as resources and actions of the students' daily lives. It should be noted that this opening of doors to the path of teaching marks the beginning of a life full of change, innovation and creation, since these three pillars are always hand in hand with the path of education.
Description
Keywords
Prática de ensino supervisionada Ensino Básico Investigação-ação Diagrama de Venn Supervised teaching practice Basic education Action research Venn Diagram
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação