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Advisor(s)
Abstract(s)
O presente Relatório é elaborado no âmbito do mestrado em Ensino de Música – Ramo de
Formação Musical e Classe de Conjunto na Escola Superior de Educação do Porto e Escola
Superior de Música e Artes do Espetáculo do Instituto Politécnico do Porto. Sendo o resultado
das aprendizagens obtidas neste 2º ciclo de formação superior, este relatório, estruturado em
três capítulos, visa aprofundar e refletir sobre a Prática de Ensino Supervisionada desenvolvida
no Polo de Estágio – Academia de Música de Espinho.
Começando pelo primeiro capítulo, este contextualiza o Polo de Estágio bem como, as respetivas
turmas de Formação Musical e Classe de Conjunto. O segundo capítulo dedica-se à descrição
pormenorizada das etapas necessárias que o estagiário se deparou ao longo de todo este
processo: observação de aulas, planificação e lecionação, reflexão e avaliação. O terceiro
capítulo destina-se ao projeto de Investigação que se encontra relacionado com os diferentes
perfis dos docentes de Formação Musical nos respetivos ciclos de ensino. Tendo em conta esta
realidade, importa clarificar se é preferível manter ou mudar de professor de Formação Musical
nos diferentes ciclos de ensino, bem como, se seria, ou não, benéfico distinguir desde logo a
formação docente em diferentes ciclos de estudos. A metodologia de investigação é de caráter
qualitativo e a recolha de dados é feita através de inquérito por questionário aos alunos da
Academia de Música de Espinho e entrevista semiestruturada ao diretor pedagógico, docentes
de Formação Musical da respetiva academia bem como, da Escola Profissional e a todos os
alunos da turma do 2º ano do 2º ciclo do mestrado em Formação Musical e Classe de conjunto.
Após a apresentação e análise dos resultados obtidos, pode-se verificar que, para os docentes
de Formação Musical e para os alunos da Academia de Música de Espinho, o ideal é manter o
professor nos diferentes ciclos de ensino; na visão dos mestrandos, é desejável mudar de
professor; na perspetiva do diretor pedagógico, nos níveis de pré-iniciação e iniciação musical
(1º ciclo) é crucial manter o professor. No entanto, não vê qualquer entrave em mudar de
professor a partir do 2º ciclo de ensino.
This report is prepared under the Master's degree in Music Teaching - Music Training and Ensemble Class at the School of Education of Porto and Escola Superior de Música e Artes do Espetáculo do Instituto Politécnico do Porto. Being the result of learning obtained in this 2nd cycle of higher education, this report, structured in three chapters, aims to deepen and reflect on the Supervised Teaching Practice developed in the Polo de Estágio - Academia de Música de Espinho. Starting with the first chapter, this contextualizes the Polo of Training as well as the respective classes of Music Training and Ensemble Class. The second chapter is dedicated to a detailed description of the necessary steps that the trainee faced throughout this process: observation of lessons, planning and teaching, reflection and evaluation. The third chapter is devoted to the Research project which is related to the different profiles of Music Training teachers in the respective teaching cycles. Taking this reality into account, it is important to clarify if it is preferable to keep or change Music Training teachers in the different teaching cycles, as well as, if it would be beneficial or not to distinguish right away the teaching training in different study cycles. The research methodology is qualitative and data collection is made through a questionnaire survey to the students of Espinho Music Academy and semi-structured interview to the pedagogical director, Music Training teachers of the respective academy as well as the Professional School and all the students of the 2nd year class of the 2nd cycle of the master in Music Training and Ensemble Class. After the presentation and analysis of the results obtained, it can be verified that, for the Music Training teachers and for the students of the Academia de Música de Espinho, the ideal is to keep the teacher in the different teaching cycles; in the view of the master students, it is desirable to change the teacher; in the view of the pedagogical director, in the pre-initiation and musical initiation levels (1st cycle) it is crucial to keep the teacher. However, he does not see any obstacle in changing the teacher from the 2nd teaching cycle onwards.
This report is prepared under the Master's degree in Music Teaching - Music Training and Ensemble Class at the School of Education of Porto and Escola Superior de Música e Artes do Espetáculo do Instituto Politécnico do Porto. Being the result of learning obtained in this 2nd cycle of higher education, this report, structured in three chapters, aims to deepen and reflect on the Supervised Teaching Practice developed in the Polo de Estágio - Academia de Música de Espinho. Starting with the first chapter, this contextualizes the Polo of Training as well as the respective classes of Music Training and Ensemble Class. The second chapter is dedicated to a detailed description of the necessary steps that the trainee faced throughout this process: observation of lessons, planning and teaching, reflection and evaluation. The third chapter is devoted to the Research project which is related to the different profiles of Music Training teachers in the respective teaching cycles. Taking this reality into account, it is important to clarify if it is preferable to keep or change Music Training teachers in the different teaching cycles, as well as, if it would be beneficial or not to distinguish right away the teaching training in different study cycles. The research methodology is qualitative and data collection is made through a questionnaire survey to the students of Espinho Music Academy and semi-structured interview to the pedagogical director, Music Training teachers of the respective academy as well as the Professional School and all the students of the 2nd year class of the 2nd cycle of the master in Music Training and Ensemble Class. After the presentation and analysis of the results obtained, it can be verified that, for the Music Training teachers and for the students of the Academia de Música de Espinho, the ideal is to keep the teacher in the different teaching cycles; in the view of the master students, it is desirable to change the teacher; in the view of the pedagogical director, in the pre-initiation and musical initiation levels (1st cycle) it is crucial to keep the teacher. However, he does not see any obstacle in changing the teacher from the 2nd teaching cycle onwards.
Description
Keywords
Prática de ensino supervisionada Formação de Professores Perfil do professor de Formação Musical Supervised teaching pratice Teacher training Musical training teacher profile
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação