| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.04 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório de estágio de qualificação profissional surge no âmbito da
Unidade Curricular de Prática Pedagógica Supervisionada, inserida no Mestrado em
Educação Pré-Escolar. Este centra-se na descrição, análise e reflexão do trabalho
desenvolvido pela mestranda, ao longo da prática pedagógica, nos contextos de
creche e pré-escolar. Assim, tornou-se pertinente a articulação de referentes
teóricos com a prática desenvolvida, de forma a promover uma postura coerente e
indagadora.
O relatório de estágio encontra-se sustentado na metodologia de
investigação-ação, integrando utilização de diferentes processos essenciais, como a
observação, planificação, ação e reflexão. Estes processos apoiaram o
desenvolvimento do processo reflexivo de forma a compreender e a melhorar as
práticas. Neste sentido, o presente relatório, tem como um dos principais objetivos
possibilitar à mestranda a abordagem do seu percurso, evidenciando as suas
aprendizagens e refletindo sobre as mesmas, promovendo o seu desenvolvimento
pessoal e profissional na área da educação de infância.
Perante esta metodologia, torna-se basilar que o educador de infância
apresente um olhar observador e atento, de forma a compreender as caraterísticas
das crianças, respeitando as suas necessidades e os seus interesses. Assim, revelase
importante que o educador se questione assiduamente e que tenha sempre
presente que a formação não deve ser estanque, mas sim uma responsabilidade a
desenvolver ao longo da vida.
This report on the professional qualification traineeship arises within the course of Supervised Teaching Practice, inserted in the Masters in Preschool Education. It focuses on the description, analysis and reflection on the master's student work along the pedagogical practice in the contexts of day care and preschool. Therefore, it has become pertinent an articulation between theoretical referents and developed practice, in order to promote a consistent and inquiring attitude. The traineeship report is sustained in action-research methodology, leading to the use of different essential instruments such as observation, planning, action and reflection. These tools support the development of a reflective process in order to understand and improve practice. In this sense, one of this report main objetive is to enable the graduate student to approach her route, showing her learning and reflecting on it, promoting her personal and professional development in the field of early childhood education. Given this methodology, it becomes fundamental that the kindergarten teacher develops an observer and watchful eye, in order to understand children characteristics, respecting their needs and interests. Thus it’s proved important the educator questions assiduously and has always present that training should not be an end, but a responsibility to develop lifelong.
This report on the professional qualification traineeship arises within the course of Supervised Teaching Practice, inserted in the Masters in Preschool Education. It focuses on the description, analysis and reflection on the master's student work along the pedagogical practice in the contexts of day care and preschool. Therefore, it has become pertinent an articulation between theoretical referents and developed practice, in order to promote a consistent and inquiring attitude. The traineeship report is sustained in action-research methodology, leading to the use of different essential instruments such as observation, planning, action and reflection. These tools support the development of a reflective process in order to understand and improve practice. In this sense, one of this report main objetive is to enable the graduate student to approach her route, showing her learning and reflecting on it, promoting her personal and professional development in the field of early childhood education. Given this methodology, it becomes fundamental that the kindergarten teacher develops an observer and watchful eye, in order to understand children characteristics, respecting their needs and interests. Thus it’s proved important the educator questions assiduously and has always present that training should not be an end, but a responsibility to develop lifelong.
Description
Keywords
Desenvolvimento profissional Educação de infância Investigação-ação Educador de infância Professional development Childhood Education Action research Childhood educator
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação