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Abstract(s)
Face a uma sociedade em constante transformação, torna-se necessário
formar profissionais com uma atitude cada vez mais indagadora de caráter
investigativo, crítico e reflexivo para que possam responder com eficácia aos
desafios que surgem da evolução do mundo.
O presente relatório de estágio tem como objetivo refletir criticamente
acerca do percurso de desenvolvimento profissional durante os momentos da
prática educativa, como se evidenciou no terceiro capítulo. No primeiro
capítulo foi referido o processo formativo desenvolvido ao longo do período
de estágio que foi sustentado na mobilização de pressupostos teóricos,
práticos e legais. Estes foram obtidos através da formação inicial ao longo do
mestrado e dos seminários e num processo de metodologia de investigaçãoação
onde se realça a importância das etapas de observação, planificação,
ação, reflexão e avaliação, tendo sido esta metodologia explanada no segundo
capítulo. Sublinhe-se assim, que todo este processo permitiu uma maior
reflexão e consequente evolução na construção da identidade profissional
docente.
Efetivamente, procurou-se desenvolver as competências profissionais
tendo como base uma perspetiva holística e construtivista da educação, ou
seja, a criança encontra-se no centro do processo de ensino e aprendizagem,
tendo para isso, que ser adotada uma atitude indagadora, investigadora,
reflexiva e crítica, com vista à melhoria das práticas. Através de processos
reflexivos e colaborativos em díade, assim como com as orientadoras
cooperantes e as supervisoras institucionais, esta formação permitiu a
construção de um perfil profissional duplo constituindo-se assim como o
primeiro passo para a formação e aprendizagem ao longo da vida.
Faced with a society in constant change, there is a need to train professionals equipped with an increasingly inquisitive attitude of investigative, critical and reflective nature, enabling them to respond with efficiency to the challenges that arise from the development of our world. The following internship report aims at critically analyzing the process of professional development during moments of educational practice, as will be shown in chapter III. The formative process developed during the internship period was supported by the mobilization of theoretical, practical and legal assumptions, as will be demonstrated in chapter I. These were obtained through initial training during the master's degree and seminars, as well as through a process of action research methodology, where the importance of the stages of observation, planning, action, reflection and evaluation are highlighted. This methodology is explained in chapter II. Therefore, it should be stressed that this whole process has allowed for a greater reflection and the resulting progress in the development of a professional teaching identity. Indeed, an attempt was made to develop professional skills on the basis of a holistic and constructivist perspective on education, that is to say the child being in the center of the teaching and learning process, for which an inquisitive, investigative, reflective and critical approach needs to be adopted in order for improvements. Through jointly reflective and collaborative processes, as well as with the cooperating advisors and institutional supervisors, this learning period allowed for the development of a dual professional profile, constituting as the first step for training/learning throughout life.
Faced with a society in constant change, there is a need to train professionals equipped with an increasingly inquisitive attitude of investigative, critical and reflective nature, enabling them to respond with efficiency to the challenges that arise from the development of our world. The following internship report aims at critically analyzing the process of professional development during moments of educational practice, as will be shown in chapter III. The formative process developed during the internship period was supported by the mobilization of theoretical, practical and legal assumptions, as will be demonstrated in chapter I. These were obtained through initial training during the master's degree and seminars, as well as through a process of action research methodology, where the importance of the stages of observation, planning, action, reflection and evaluation are highlighted. This methodology is explained in chapter II. Therefore, it should be stressed that this whole process has allowed for a greater reflection and the resulting progress in the development of a professional teaching identity. Indeed, an attempt was made to develop professional skills on the basis of a holistic and constructivist perspective on education, that is to say the child being in the center of the teaching and learning process, for which an inquisitive, investigative, reflective and critical approach needs to be adopted in order for improvements. Through jointly reflective and collaborative processes, as well as with the cooperating advisors and institutional supervisors, this learning period allowed for the development of a dual professional profile, constituting as the first step for training/learning throughout life.
Description
Keywords
Crianças Prática educativa Reflexão Perfil duplo Children Educational practice Reflection Dual profile
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação