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Authors
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular da Prática Educativa
Supervisionada (PES), inserida no plano de estudos do segundo ano do Mestrado em Educação PréEscolar
e Ensino do 1.º Ciclo do Ensino Básico, com o objetivo de alcançar o grau de Mestre, conforme
Decreto-Lei n. º79/2014, de 14 de maio. Este documento espelha todo o percurso formativo,
assente na mobilização de conhecimentos teóricos, legais e práticos que contribuíram para a
formação da identidade profissional de um docente de perfil duplo.
Ao longo de todo o documento é revelada a postura crítica e reflexiva da mestranda, em que
foi fundamental a Metodologia de lnvestigação-Ação para guiar todo o processo de pesquisa, de
observação, planificação, ação e reflexão. Ao longo da PES, procurou-se privilegiar práticas
educativas de cariz sócio construtivista, com o intuito de construir um ambiente promotor de
aprendizagens significativas. Destaca-se ainda, que todo este percurso, permitiu a construção da
identidade profissional docente através da reflexão sobre, na e para a ação.
Por último, destaca-se a importância do trabalho cooperativo e colaborativo entre a díade,
as supervisoras e orientadoras institucionais, os docentes cooperantes, as auxiliares, as famnias e
sobretudo as crianças. Todo este trabalho contribui para que o percurso formativo ocorresse de
forma mais enriquecedora. Neste sentido, e como espelhado ao longo de todo o documento,
construíram-se práticas educativas contextualizadas e inovadoras, que impulsionaram o
desenvolvimento pessoal e profissional da mestranda, garantindo assim, a continuidade educativa
e a construção da identidade docente, através de um perfil duplo.
This report is part of the Supervised Educational Practice (PES) curricular unit, included in the syllabus for the second year of the Master's Degree in Pre-School Education and Primary School Teaching, with the aim of achieving a Master's degree, in accordance with Decree-Law no. 79/2014, of May 14. This document reflects the entire training path, based on the mobilization of theoretical, legal and practical knowledge that contributed to the formation of the professional identity of a dualprofile teacher. Throughout the document, the master's student's criticai and reflective stance is revealed, in which the Action Research Methodology was fundamental in guiding the entire process of research, observation, planning, action and reflection. Throughout the ESP, we tried to focus on educational practices of a socio-constructivist nature, with the aim of building an environment that pro motes meaningfullearning.lt should ais o be noted that this whole process h as allowed us to build a professional teaching identity through reflection on, in and for action. Finally, I would like to highlight the importance of the cooperative and collaborative work between the dyad, the supervisors and institutional advisors, the cooperating teachers, the assistants, the families and, above ali, the children. Ali this work contributed to a more enriching training experience. ln this sense, and as reflected throughout the document, contextualized and innovative educational practices were built, which boosted the master's student's personal and professional development, thus guaranteeing educational continuity and the construction of a teaching identity, through a dual profile.
This report is part of the Supervised Educational Practice (PES) curricular unit, included in the syllabus for the second year of the Master's Degree in Pre-School Education and Primary School Teaching, with the aim of achieving a Master's degree, in accordance with Decree-Law no. 79/2014, of May 14. This document reflects the entire training path, based on the mobilization of theoretical, legal and practical knowledge that contributed to the formation of the professional identity of a dualprofile teacher. Throughout the document, the master's student's criticai and reflective stance is revealed, in which the Action Research Methodology was fundamental in guiding the entire process of research, observation, planning, action and reflection. Throughout the ESP, we tried to focus on educational practices of a socio-constructivist nature, with the aim of building an environment that pro motes meaningfullearning.lt should ais o be noted that this whole process h as allowed us to build a professional teaching identity through reflection on, in and for action. Finally, I would like to highlight the importance of the cooperative and collaborative work between the dyad, the supervisors and institutional advisors, the cooperating teachers, the assistants, the families and, above ali, the children. Ali this work contributed to a more enriching training experience. ln this sense, and as reflected throughout the document, contextualized and innovative educational practices were built, which boosted the master's student's personal and professional development, thus guaranteeing educational continuity and the construction of a teaching identity, through a dual profile.
Description
Keywords
Envolvimento parental lnvestigação-ação Trabalho colaborativo Socio Construtivismo Parental involvement Action research Collaborative work Socioconstructivism
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação