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Abstract(s)
O presente relatório foi elaborado no âmbito da Unidade Curricular Prática Educativa Supervisionada, inserida no Mestrado em Educação Pré-Escolar e 1.º Ciclo do Ensino Básico da Escola Superior de Educação do Porto e visa dar a conhecer as práticas educativas realizadas, assim como a sua análise reflexiva e alguns referenciais teóricos que permitem atingir o perfil duplo docente.
Assim, o conteúdo presente neste documento envolve um processo reflexivo, incluindo referentes teóricos e legais suportados pelos documentos orientadores que regulam a prática docente. Além disso, apresenta as metodologias e estratégias utilizadas, possibilitando a sua implementação e os resultados alcançados ao longo deste ano letivo, nos dois contextos educativos, durante a formação da futura profissional de educação. Além disso, a utilização de uma aproximação à Metodologia de Investigação-Ação permitiu a formação de futuras profissionais de educação atentas e preparadas para atuar perante as particularidades de cada criança. Desta forma, foi possível desenvolver ações pedagógicas inovadoras e motivadoras, fundamentadas na observação sistemática, que procuravam atender às necessidades, interesses, capacidades de acordo com o desenvolvimento das crianças.
Um aspeto fundamental exaltado ao longo deste documento é o trabalho colaborativo, que promove aprendizagens significativas para as crianças e é crucial para o desenvolvimento profissional e pessoal, permitindo a aquisição de diversas competências. A PES, portanto, representou um momento privilegiado de ensino-aprendizagem e de crescimento pessoal e profissional.
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This report was drawn up as part of the Curricular Unit Supervised Educational Practice, which is part of the Master's Degree in Pre-School and Primary Education at the Escola Superior de Educação do Porto and aims to show the educational practices carried out, as well as their reflective analysis and some theoretical references that allow us to achieve the dual teacher profile. Thus, the content of this document consists of a reflective process, including theoretical and legal references supported by the guiding documents that regulate teaching practice. It also presents the methodologies and strategies used, enabling them to be implemented and the results achieved during this academic year, in the two educational contexts, during the training of the future education professional. In addition, the use of an approach to Action Research Methodology has enabled the training of future education professionals who are attentive and prepared to act on the particularities of each child. In this way, it was possible to develop innovative and motivating pedagogical actions, based on systematic observation, which sought to meet the children's needs, interests, abilities and levels of development. A fundamental aspect highlighted throughout this document is collaborative work, which promotes significant learning in children and is crucial for professional and personal development, enabling the acquisition of various skills. The PES, therefore, represented a privileged moment of teaching-learning and personal and professional growth.
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This report was drawn up as part of the Curricular Unit Supervised Educational Practice, which is part of the Master's Degree in Pre-School and Primary Education at the Escola Superior de Educação do Porto and aims to show the educational practices carried out, as well as their reflective analysis and some theoretical references that allow us to achieve the dual teacher profile. Thus, the content of this document consists of a reflective process, including theoretical and legal references supported by the guiding documents that regulate teaching practice. It also presents the methodologies and strategies used, enabling them to be implemented and the results achieved during this academic year, in the two educational contexts, during the training of the future education professional. In addition, the use of an approach to Action Research Methodology has enabled the training of future education professionals who are attentive and prepared to act on the particularities of each child. In this way, it was possible to develop innovative and motivating pedagogical actions, based on systematic observation, which sought to meet the children's needs, interests, abilities and levels of development. A fundamental aspect highlighted throughout this document is collaborative work, which promotes significant learning in children and is crucial for professional and personal development, enabling the acquisition of various skills. The PES, therefore, represented a privileged moment of teaching-learning and personal and professional growth.
Description
Keywords
Criança Prática educativa supervisionada Metodologia de investigação-ação Trabalho cooperativo Child Supervised educational practice Action research methodology Cooperative work
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação