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Abstract(s)
O presente relatĂłrio surge no Ăąmbito da unidade curricular (UC) de PrĂĄtica de Ensino Supervisionada (PES), inserida no plano de estudos do Mestrando em Ensino do 1Âș Ciclo do Ensino BĂĄsico (CEB) e em MatemĂĄtica e CiĂȘncias Naturais no 2Âș CEB. Este documento, por sua vez, imprescindĂvel para a habilitação da docĂȘncia nas ĂĄreas referidas, espelha a ação preconizada pela mestranda, a par da respetiva reflexĂŁo sobre a mesma, sustentada por pressupostos teĂłricos e legais.
No decurso da ação desenvolvida na PES, a mestranda desenvolveu prĂĄticas construtivas e inovadoras, que promovessem o desenvolvimento holĂstico dos estudantes e, subsequentemente, permitissem um processo significativo de aquisição e de aprofundamento de aprendizagens. Nesta linha conceptual, a metodologia de investigação-ação destaca-se como um dos pilares basilares do trabalho realizado pela mestranda, tornando-se, deste modo, indispensĂĄvel o percurso pelas quatro fases que lhe sĂŁo subjacentes: observação, planificação, ação e reflexĂŁo.
A adoção de uma postura e de uma atitude tanto crĂtica como reflexiva contribuĂram para a aquisição de novos conhecimentos que, por sua vez, enriqueceram a ação da mestranda, no que concerne Ă s regĂȘncias preconizadas, Ă dinamização de projetos e atividades e, ainda, Ă realização de uma investigação-ação, desenvolvida em contexto, na qual o Pensamento Computacional e a Evolução Conceptual se tornaram o foco. De modo complementar, evidencia-se o ciclo de supervisĂŁo, bem como o ambiente colaborativo e cooperativo que envolveu todos os intervenientes, uma vez que contribuĂram, inevitavelmente, para o desenvolvimento pessoal e profissional da mestranda.
O contacto e a interação com diferentes contextos educativos e, subsequentes desafios, possibilitou a atribuição de um papel de destaque ao pensamento crĂtico e reflexivo, nĂŁo meramente em relação a aspetos inerentes Ă vida mundana, mas, mais concretamente, em relação Ă s dimensĂ”es alusivas a uma prĂĄtica profissional docente de excelĂȘncia.
This report comes within the framework of the Supervised Teaching Practice curriculum unit, inserted in the master's degree plan in Teaching of the 1st Cycle of Basic Education and in Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. This document, in turn, is essential for the qualification of teaching in the areas referred to, it reflects the action recommended by the master's student, along with her reflection on it, supported by theoretical and legal assumptions. In the course of the action developed in Supervised Teaching Practice, the master's student developed constructive and innovative practices that promoted the holistic development of students and subsequently would allow for a significant process of acquiring and deepening learning. In this conceptual line, the action-research methodology stands out as one of the basic pillars of the work carried out by the master's student, thus, the journey through the four phases underlying it is indispensable: observation, planning, action and reflection. The adoption of a posture and an attitude both critical and reflective contributed to the acquisition of new knowledge that, in turn, enriched the action of the master's student, with regard to the recommended regency, the dynamic of projects and activities and, furthermore, to conduct an action investigation, developed in context, in which Computational Thinking and Conceptual Evolution became the focus. In addition, the supervisory cycle is highlighted, as well as the collaborative and cooperative environment that involved all stakeholders, since they inevitably contributed to the personal and professional development of the master's student. Contact and interaction with different educational contexts and, subsequent challenges, enabled the attribution of a prominent role to critical and reflexive thinking, not merely in relation to aspects inherent to worldly life, but, more specifically, in relation to the dimensions alrelated to a professional teaching practice of excellence.
This report comes within the framework of the Supervised Teaching Practice curriculum unit, inserted in the master's degree plan in Teaching of the 1st Cycle of Basic Education and in Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. This document, in turn, is essential for the qualification of teaching in the areas referred to, it reflects the action recommended by the master's student, along with her reflection on it, supported by theoretical and legal assumptions. In the course of the action developed in Supervised Teaching Practice, the master's student developed constructive and innovative practices that promoted the holistic development of students and subsequently would allow for a significant process of acquiring and deepening learning. In this conceptual line, the action-research methodology stands out as one of the basic pillars of the work carried out by the master's student, thus, the journey through the four phases underlying it is indispensable: observation, planning, action and reflection. The adoption of a posture and an attitude both critical and reflective contributed to the acquisition of new knowledge that, in turn, enriched the action of the master's student, with regard to the recommended regency, the dynamic of projects and activities and, furthermore, to conduct an action investigation, developed in context, in which Computational Thinking and Conceptual Evolution became the focus. In addition, the supervisory cycle is highlighted, as well as the collaborative and cooperative environment that involved all stakeholders, since they inevitably contributed to the personal and professional development of the master's student. Contact and interaction with different educational contexts and, subsequent challenges, enabled the attribution of a prominent role to critical and reflexive thinking, not merely in relation to aspects inherent to worldly life, but, more specifically, in relation to the dimensions alrelated to a professional teaching practice of excellence.
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Keywords
Pråtica de ensino supervisionada Investigação-ação Reflexão Desenvolvimento pessoal e profissional Supervised teaching practice Research-Action Reflection Personal and professional development
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação