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Authors
Abstract(s)
No âmbito do Mestrado em Ensino do 1.º e 2.º Ciclo do Ensino Básico,
nomeadamente no contexto da unidade curricular Integração Curricular:
Prática Educativa e Relatório de Estágio, foi concebido o presente Relatório
de Estágio com a finalidade de dar a conhecer a prática vivenciada pela
professora estagiária nos contextos educativos, procurando, assim, refleti-la de
forma sustentada e fundamentada em referências teóricos e legais de
relevância.
Numa primeira parte realizou-se um enquadramento académico e
profissional que alicerçaram e nortearam a ação da mestranda. Ao nível
académico, integrou-se conhecimentos de natureza legal, teórica e didática,
que enquadram este mestrado e apoiam a formação académica dos futuros
profissionais de educação. No que diz respeito à dimensão profissional
apresenta-se um quadro teórico-concetual que sustentou a prática da
professora estagiária ao longo deste percurso.
Num segundo momento, descreveu-se e refletiu-se sobre as experiências
vividas no decorrer da Prática de Ensino Supervisionada desenvolvida no ano
letivo 2013/2014. Esta foi realizada no Agrupamento de Escolas do Cerco, com
uma turma do 5.º ano de escolaridade da Escola Básica e Secundária do Cerco
e outra do 2.º ano de escolaridade da EB1/JI do Falcão. O estágio contemplou
diversos momentos fundamentais para o desenvolvimento de competências
pessoais, sociais e profissionais: observação; cooperação; regência;
participação e desenvolvimento de atividades e projetos no contexto educativo.
Para além disto, as atitudes investigativas e critico-reflexivas foram
fundamentais para melhorar a intervenção educativa, promovendo nos
estudantes aprendizagens eficazes e significativas.
Todo este percurso formativo constituiu uma base sólida da identidade
profissional docente, que estará em constante evolução, perspetivando assim
uma formação contínua/aprendizagem ao longo da vida.
Under the Master in Teaching 1st and 2nd Cycle of Basic Education, particularly in the context of the course unit Curricular Integration: Educational Practice and Internship Report, it was conceived this Internship Report with the purpose of demonstrating the practice experienced by a trainee teacher in the educational contexts, seeking, thereby, to reflect it in a sustained approach and based on theoretical and legal references of relevance. In the first part it was held an academic and professional framework that sustained and guided the action of the Master’s student. At the academic level it was integrated the knowledge of legal, theoretical and didactical nature that surrounds this Master and support the academic training of future education professionals. When considering the professional dimension, it was presented a conceptual-theoretical framework that sustained the practice of the trainee teacher along this path. Secondly, it was described and reflected on the lived experiences during the Supervised Teaching Practice developed in the academic year 2013/2014. This was held at the Assembly of Schools of Cerco, with a class of 5th grade from the Basic and Secondary School of Cerco and another class of 2nd grade from the EB1/JI of Falcão. The internship included several key moments in the development of personal, social and professional skills: observation; cooperation; regency; participation and development of activities and projects in the educational context. In addition, the investigative and critical-reflexive attitudes were crucial to improve the educational intervention, promoting effective and meaningful learning on students. This entire formation journey laid a solid foundation of professional teaching identity, which will be constantly evolving, thus foreseeing a continuous formation/learning throughout life.
Under the Master in Teaching 1st and 2nd Cycle of Basic Education, particularly in the context of the course unit Curricular Integration: Educational Practice and Internship Report, it was conceived this Internship Report with the purpose of demonstrating the practice experienced by a trainee teacher in the educational contexts, seeking, thereby, to reflect it in a sustained approach and based on theoretical and legal references of relevance. In the first part it was held an academic and professional framework that sustained and guided the action of the Master’s student. At the academic level it was integrated the knowledge of legal, theoretical and didactical nature that surrounds this Master and support the academic training of future education professionals. When considering the professional dimension, it was presented a conceptual-theoretical framework that sustained the practice of the trainee teacher along this path. Secondly, it was described and reflected on the lived experiences during the Supervised Teaching Practice developed in the academic year 2013/2014. This was held at the Assembly of Schools of Cerco, with a class of 5th grade from the Basic and Secondary School of Cerco and another class of 2nd grade from the EB1/JI of Falcão. The internship included several key moments in the development of personal, social and professional skills: observation; cooperation; regency; participation and development of activities and projects in the educational context. In addition, the investigative and critical-reflexive attitudes were crucial to improve the educational intervention, promoting effective and meaningful learning on students. This entire formation journey laid a solid foundation of professional teaching identity, which will be constantly evolving, thus foreseeing a continuous formation/learning throughout life.
Description
Keywords
Observação Cooperação Prática de ensino supervisionada Atitudes investigativas Atitudes crítico-reflexivas Observation Cooperation Supervised teaching practice Investigative attitudes Critical-reflective attitudes
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação