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Advisor(s)
Abstract(s)
O presente relatório de estágio foi elaborado no âmbito da unidade
curricular de Integração Curricular: Prática Educativa e Relatório de
Estágio, integrada no plano de estudos do 2.º ano do Mestrado em Ensino do
1.º e 2.º Ciclo, afigurando-se como um requisito fundamental para a obtenção
do grau de mestre.
O mesmo espelha o percurso trilhado pela professora estagiária, que
atendeu a um quadro teórico-legal e a uma análise criteriosa e cuidada dos
contextos educativos onde esteve inserida, permitindo-lhe aprofundar os seus
saberes e agir de forma mais informada num contexto educativo de especial
complexidade.
A metodologia de investigação-ação palmilhou toda a prática pedagógica da
formanda, através de uma espiral cíclica de observação, planificação, ação e
reflexão, promotoras do desenvolvimento da profissionalidade docente.
Não obstante, a supervisão apresentou-se como um momento de excelência
de crescimento pessoal e profissional, uma vez que promoveu o
desenvolvimento de uma postura reflexiva e autocrítica na professora
estagiária, motivada por momentos de reflexão partilhada.
Ao longo desta jornada foram cruciais os contributos dados pelo par
pedagógico, orientadores cooperantes e supervisores institucionais, com vista
ao aperfeiçoamento das práticas e à adoção de estratégias de trabalho
inovadoras, assentes no modelo socio construtivista do conhecimento.
A escrita deste documento encerra o ciclo de formação inicial, estando a
mestranda consciente de que o processo de crescimento se irá prolongar ao
longo da sua vida, de modo a desenvolver práticas mais ricas e significativas,
promotoras do desenvolvimento integral e integrado dos educandos,
preparando-os para a vida em sociedade.
Palavras-chave: prática de ensino supervisionada; desenvolvimento
profissional; reflexão; trabalho colaborativo.
This internship report was written as part of the curricular unit Integração Curricular: Prática Educativa e Relatório de Estágio, included in the curriculum of the Master Course in the Teaching of 1st and 2nd Cycle of Basic Education, and is thus as a fundamental requirement for obtaining a master's degree. The same reflects the path trodden by the trainee teacher who attended a theoretical framework and a thorough and careful analysis of educational contexts where she was inserted, allowing her to deepen her knowledge and to act in a more informed manner in an educational setting of special complexity. The research-action methodology trod all the pedagogical practice of the trainee through a cyclical spiral of observation, planning, action and reflection, promoting the development of the teaching profession. Nevertheless, the supervision was presented as a time of personal growth and professional excellence, since it promoted the development of a reflexive posture and self-criticism on the trainee teacher, motivated by of shared reflection moments. Along this journey, the contributions made by the pedagogical pair were crucial, cooperating advisors and institutional supervisors with a view to improving practices and the adoption of innovative work strategies, based on social constructivist model of knowledge. The script of this document encloses the initial training cycle and the master student is conscious that the growth process will continue throughout their lives in order to develop more rich and meaningful practices, promoters of the comprehensive and integrated development of students, preparing them to live in society. Key words: supervised teaching practice; professional development; reflection; collaborative work.
This internship report was written as part of the curricular unit Integração Curricular: Prática Educativa e Relatório de Estágio, included in the curriculum of the Master Course in the Teaching of 1st and 2nd Cycle of Basic Education, and is thus as a fundamental requirement for obtaining a master's degree. The same reflects the path trodden by the trainee teacher who attended a theoretical framework and a thorough and careful analysis of educational contexts where she was inserted, allowing her to deepen her knowledge and to act in a more informed manner in an educational setting of special complexity. The research-action methodology trod all the pedagogical practice of the trainee through a cyclical spiral of observation, planning, action and reflection, promoting the development of the teaching profession. Nevertheless, the supervision was presented as a time of personal growth and professional excellence, since it promoted the development of a reflexive posture and self-criticism on the trainee teacher, motivated by of shared reflection moments. Along this journey, the contributions made by the pedagogical pair were crucial, cooperating advisors and institutional supervisors with a view to improving practices and the adoption of innovative work strategies, based on social constructivist model of knowledge. The script of this document encloses the initial training cycle and the master student is conscious that the growth process will continue throughout their lives in order to develop more rich and meaningful practices, promoters of the comprehensive and integrated development of students, preparing them to live in society. Key words: supervised teaching practice; professional development; reflection; collaborative work.
Description
Keywords
Prática de ensino supervisionada Desenvolvimento profissional Reflexão Trabalho colaborativo Supervised teaching practice Professional development Reflection Collaborative work
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação