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Authors
Abstract(s)
O presente relatório surge no âmbito da Prática de Ensino Supervisionada, integrada no 2.º ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e em Matemática e Ciências Naturais do 2.º CEB, com o objetivo de fundamentar, analisar e refletir criticamente sobre toda a prática pedagógica realizada ao longo desta Unidade Curricular (UC). Este documento é de caráter obrigatório, dado que só a sua elaboração possibilita a profissionalização nos grupos 110 e 230, respetivamente, 1.º CEB e Matemática e Ciências Naturais do 2.º CEB.
No desenvolvimento da ação pedagógica, a metodologia de investigação-ação deu rumo à conduta da mestranda, promovendo a articulação de saberes e atitudes orientadoras, traduzindo-se fundamentalmente por quatro etapas cíclicas: observação, planificação, ação e reflexão. Esta dinâmica permitiu a construção de conhecimentos que sustentam o desenvolvimento da profissionalidade docente.
Os momentos de reflexão promoveram a criação de novos conhecimentos, complementando a ação da mestranda, em todos os momentos. Ressalte-se a importância do projeto de investigação que tem como objetivo ensinar os alunos a aprender a aprender a ultrapassar as dificuldades na resolução de problemas que envolvam a divisão.
Com a realização deste relatório, finda o ciclo da formação inicial de docente, sendo apenas o início de uma caminhada desafiante e repleta de aprendizagens.
This report is part of the Supervised Teaching Practice (STP), integrated in the 2nd year of the Master's Degree in Teaching of the 1st Cycle of Basic Education (CBE) and in Mathematics and Natural Sciences of the 2nd CBE, with the goal of substantiating, analyze and critically reflect on all the pedagogical action carried out throughout this Curricular Unit. This document is mandatory, since its wording makes possible the professionalization in groups 110 and 230, respectively, 1st CBE and Mathematics and Natural Sciences of the 2nd CBE. In the development of educational practice, the research-action methodology gave way to the conduct of the trainee teacher, providing the combination of knowledge and guiding attitudes, mainly translated by four cyclical stages: observation, planning, action and reflection. This dynamics allowed the construction knowledge that supports the development of teaching professionalism. The moments of reflection provided the criation of new knowledge, complementing the master’s action. The investigation project was very important in the way to teach the students how to learn to learn to overcome difficulties on the resolution of division’s problems. With the accomplishment of this report, the cycle of initial teacher training ends, being only the beginning of a challenging journey and full of learning.
This report is part of the Supervised Teaching Practice (STP), integrated in the 2nd year of the Master's Degree in Teaching of the 1st Cycle of Basic Education (CBE) and in Mathematics and Natural Sciences of the 2nd CBE, with the goal of substantiating, analyze and critically reflect on all the pedagogical action carried out throughout this Curricular Unit. This document is mandatory, since its wording makes possible the professionalization in groups 110 and 230, respectively, 1st CBE and Mathematics and Natural Sciences of the 2nd CBE. In the development of educational practice, the research-action methodology gave way to the conduct of the trainee teacher, providing the combination of knowledge and guiding attitudes, mainly translated by four cyclical stages: observation, planning, action and reflection. This dynamics allowed the construction knowledge that supports the development of teaching professionalism. The moments of reflection provided the criation of new knowledge, complementing the master’s action. The investigation project was very important in the way to teach the students how to learn to learn to overcome difficulties on the resolution of division’s problems. With the accomplishment of this report, the cycle of initial teacher training ends, being only the beginning of a challenging journey and full of learning.
Description
Keywords
Prática de ensino supervisionada Investigação-ação Reflexão Desenvolvimento pessoal e profissional Colaboração Supervised teaching practice Research-Action Reflection Personal and professional development Collaboration
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação