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Advisor(s)
Abstract(s)
A construção da identidade docente faz-se pelo crescimento pessoal e
profissional, num processo de aprendizagem constante. De facto, crescer como
professor Ă© um processo que somente se faz sendo inteiro. E Ă© sobre este
processo que se desenvolve, ao longo de um ano rico de experiĂȘncias e de
partilha de ideias, o presente relatĂłrio de estĂĄgio. Assim, o objetivo mĂĄximo
deste documento prende-se com a reflexĂŁo crĂtica e fundamentada de toda a
pråtica de ensino, e das dimensÔes implicadas no perfil de um professor
reflexivo e investigador.
Por se inserir numa fase final de formação, a mestranda procura relacionar a
pråtica efetuada com a teoria até então estudada, refletindo sobre o
enquadramento acadĂ©mico e profissional do mestrado e da docĂȘncia, sobre as
prĂĄticas de ensino e os contextos para os quais foram pensadas, valorizando-se
as dimensÔes profissional, reflexiva e investigativa. A Pråtica de Ensino
Supervisionada foi sempre baseada em pressupostos teĂłricos e no contexto
educativo, fundamentais para a promoção de aprendizagens significativas, quer
para os estudantes quer para a docente em formação.
A componente investigativa Cultivar aprendizagens â utilização de sensores
numa horta escolar, implicou uma proposta didĂĄtica que pretendia promover a
preferĂȘncia e disposição dos estudantes para provar hortofrutĂcolas,
valorizando a biodiversidade. Para tal, utilizaram-se metodologias de
aprendizagem experimental e sensores eletrĂłnicos, envolvendo os estudantes
cultivo de vegetais e monitorização da horta escolar.
O papel preponderante dos orientadores cooperantes, dos supervisores
institucionais e do par pedagĂłgico, promotores de um espĂrito colaborativo,
enriqueceu e aprimorou o carĂĄcter reflexivo e investigativo, e o crescimento
pleno e inteiro, da professora estagiĂĄria.
Assim, este documento finaliza um momento de formação docente,
iniciando-se com ele um percurso de aprendizagens, desafios e crescimento que
são o mote para a constante formação profissional e de identidade.
The construction of the teaching identity goes with the personal and professional growth, a process of constant learning. In fact, growing as a teacher is a process of being whole. Thatâs the process developed during a year of enriching experiences and sharing thoughts. Therefore, the ultimate purpose of this report relates to the critical and well-structured reflection throughout the teaching practice and the dimensions involved with the profile of a reflective and researcher teacher. By entering a final period of training, the student seeks to relate the practice preformed with the theory studied so far, reflecting about the academic and professional setting and about teaching practices and contexts for which they were thought, valuing the professional, speculative and investigative dimensions of teaching. Briefly, the teaching practice was based on theoretical assumptions, in the context of education and teaching expertise, required to the promotion of significant learning, both for students and for the soon to be teacher. The investigative component consisted in an educational proposal that seeks to promote studentsâ preference and willingness to try fruit and vegetables, while valuing biodiversity. To achieve such goal there were used experimental learning methodologies and electronical sensors, engaging students in vegetablesâ gardening. Itâs important to emphasize the cooperation spirit that enriched and enhanced the speculative and investigative dimensions of the trainee teacher. Subsequently, this report concludes a moment of teacher training and starts a new path of development, challenge and growth, which motivates constant training and identity construction
The construction of the teaching identity goes with the personal and professional growth, a process of constant learning. In fact, growing as a teacher is a process of being whole. Thatâs the process developed during a year of enriching experiences and sharing thoughts. Therefore, the ultimate purpose of this report relates to the critical and well-structured reflection throughout the teaching practice and the dimensions involved with the profile of a reflective and researcher teacher. By entering a final period of training, the student seeks to relate the practice preformed with the theory studied so far, reflecting about the academic and professional setting and about teaching practices and contexts for which they were thought, valuing the professional, speculative and investigative dimensions of teaching. Briefly, the teaching practice was based on theoretical assumptions, in the context of education and teaching expertise, required to the promotion of significant learning, both for students and for the soon to be teacher. The investigative component consisted in an educational proposal that seeks to promote studentsâ preference and willingness to try fruit and vegetables, while valuing biodiversity. To achieve such goal there were used experimental learning methodologies and electronical sensors, engaging students in vegetablesâ gardening. Itâs important to emphasize the cooperation spirit that enriched and enhanced the speculative and investigative dimensions of the trainee teacher. Subsequently, this report concludes a moment of teacher training and starts a new path of development, challenge and growth, which motivates constant training and identity construction
Description
Keywords
Pråtica de ensino supervisionada Identidade profissional Investigação Reflexão Aprendizagem Teacher training Professional identity Research Speculation Learning
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação