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Advisor(s)
Abstract(s)
O presente relatório tem como objetivo primordial expor e relatar, de uma forma
analítica e crítica, a experiência da Prática de Ensino Supervisionada desenvolvida numa turma
de 3.º ano do 1º Ciclo do Ensino Básico (CEB), de uma instituição de ensino com um currículo
bilíngue.
De acordo com as características do contexto de estágio, selecionou-se a temática do
scaffolding enquanto estratégia que potencia a prática pedagógica, numa tentativa de
perceber até que ponto será esta uma estratégia que permite aos/às professores/as aumentar
as possibilidades de aprendizagem dos/as alunos/as. Por outro lado, tentou-se compreender
o conhecimento e, até, as representações que os professores de diferentes contextos têm
acerca do conceito de scaffolding, se utilizam as suas técnicas e conhecer as suas opiniões
acerca da ação das mesmas na aprendizagem dos alunos.
Para o estudo foi mobilizada a metodologia qualitativa, recorrendo-se, como
instrumentos e técnicas de recolha de dados, à observação/escuta direta e sistemática (grelha
de observação), recolha e análise bibliográfica, e à realização de inquérito por questionário.
Pela observação realizada, foi possível fazer uma caracterização dos diferentes
momentos bilingues dentro do horário letivo das crianças (CLIL e inglês curricular), em
diferentes sentidos de utilização da língua. Através dos questionários feitos aos professores,
concluiu-se que o conceito de scaffolding é mais facilmente apropriado pelos professores que
têm experiência no Ensino Bilingue, embora a grande maioria dos/as professores/as apontem
vantagens de trabalho pedagógico em algumas das várias técnicas de scaffolding.
The main objective of this report is to describe and report, through an analytical and critical point of view, the experience of Supervised Teaching Practice developed in a 3rd year class of the 1st Cycle of Basic Education of an educational institution that follow a bilingual curriculum. According to the characteristics of the internship specific context, we selected the topic of scaffolding as a strategy that enhances the pedagogical practices, as an attempt to understand to what extent it represents a strategy that allows teachers to increase students’ learning possibilities. On the other hand, we have tried to comprehend the understandings and depictions that teachers from different backgrounds have regarding the concept of scaffolding, either if they use its techniques or not and to know their opinions about its action on students' learnings. In this study we opted for a qualitative methodology, using direct and systematic observation / listening (observation grid), bibliographic collection and analysis, as well as a questionnaire survey, as instruments and techniques for data collection. Through the observation carried out, it was possible to characterize the different bilingual moments within the children's school hours (CLIL and Curricular English), in different ways of the language use. Through the questionnaires carried out to teachers, we can conclude that the concept of scaffolding is easily appropriated by teachers who have experience in Bilingual Teaching, though most teachers have pointed out advantages of pedagogical work in various scaffolding techniques.
The main objective of this report is to describe and report, through an analytical and critical point of view, the experience of Supervised Teaching Practice developed in a 3rd year class of the 1st Cycle of Basic Education of an educational institution that follow a bilingual curriculum. According to the characteristics of the internship specific context, we selected the topic of scaffolding as a strategy that enhances the pedagogical practices, as an attempt to understand to what extent it represents a strategy that allows teachers to increase students’ learning possibilities. On the other hand, we have tried to comprehend the understandings and depictions that teachers from different backgrounds have regarding the concept of scaffolding, either if they use its techniques or not and to know their opinions about its action on students' learnings. In this study we opted for a qualitative methodology, using direct and systematic observation / listening (observation grid), bibliographic collection and analysis, as well as a questionnaire survey, as instruments and techniques for data collection. Through the observation carried out, it was possible to characterize the different bilingual moments within the children's school hours (CLIL and Curricular English), in different ways of the language use. Through the questionnaires carried out to teachers, we can conclude that the concept of scaffolding is easily appropriated by teachers who have experience in Bilingual Teaching, though most teachers have pointed out advantages of pedagogical work in various scaffolding techniques.
Description
Keywords
Ensino do Inglês no 1.º CEB Scaffolding Ensino Bilíngue Primary English Teaching Bilingual Teaching
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação