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Authors
Abstract(s)
Na esfera da Pra tica Educativa Supervisionada, contemplada no Mestrado de Educaça o Pre -Escolar e Ensino do 1.º Ciclo do Ensino Ba sico, despontou o presente documento, que permite a profissionalizaça o docente de perfil duplo referente aos ní veis educativos referidos. Deste modo, este documento procura retratar e refletir acerca do percurso inicial da formaça o profissional da mestranda, espelhando a construça o da sua identidade profissional.
As aço es desenvolvidas tiveram como base a Metodologia de Investigaça o-Aça o, salientando a importa ncia da observaça o contí nua e consequente reflexa o, com o intuito de aprimorar as pra ticas subsequentes e criar atividades adequadas e motivantes para os contextos envolventes. Para realizar esta adequaça o, o percurso formativo apoiou-se no trabalho colaborativo, realizado tanto entre a dí ade, como com as professoras e orientadoras cooperantes. Importa referir que as aço es, motivadas pelas reflexo es constantes, foram sempre acompanhadas pela mobilizaça o de conhecimentos teo ricos e pedago gicos, sustentando a pra tica referida.
Ale m da Metodologia referida, as aço es nos contextos envolventes emergiram sob a forma de Projetos, inserindo-se na Metodologia de Trabalho de Projeto. Assim, existiu uma constante adaptaça o das atividades planificadas, procurando dar uma resposta intencional e adequada aos alunos; esta adaptaça o espelhou a flexibilidade, imprescindí vel na pra tica educativa.
Com base no estudado, sabe-se a importa ncia que o envolvimento dos alunos com a comunidade tem; neste sentido, procurou-se desenvolver aço es educativas que promovessem esse contacto, motivando os alunos, enriquecendo a pra tica e frisando a ligaça o escola-famí lia-comunidade.
In the sphere of Supervised Educational Practice, as part of the Master's Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education, this document emerged, which allows for the dual-profile professionalization of teachers concerning the mentioned cycles. Therefore, this document seeks to portray and reflect on the initial stages of the master's student's professional training, mirroring the construction of her professional identity. The actions developed were based on the Action Research Methodology, highlighting the importance of continuous observation and subsequent reflection, with the aim of improving subsequent practices and creating suitable and motivating activities for the surrounding contexts. To achieve this suitability, the training journey relied on collaborative work, carried out both between the dyad and with the cooperating teachers and supervisors. It is worth noting that the actions, motivated by constant reflections, were always accompanied by the mobilization of theoretical and pedagogical knowledge, supporting the aforementioned practice. Besides the mentioned Methodology, the actions in the surrounding contexts emerged in the form of Projects, fitting into the Project Work Methodology. Thus, there was a constant adaptation of planned activities, seeking to provide an intentional and adequate response to the students; this adaptation reflected the flexibility essential in educational practice. Based on the studies, the importance of student engagement with the community is well known; in this sense, educational actions were developed to promote this contact, motivating the students, enriching the practice, and emphasizing the school-family-community connection.
In the sphere of Supervised Educational Practice, as part of the Master's Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education, this document emerged, which allows for the dual-profile professionalization of teachers concerning the mentioned cycles. Therefore, this document seeks to portray and reflect on the initial stages of the master's student's professional training, mirroring the construction of her professional identity. The actions developed were based on the Action Research Methodology, highlighting the importance of continuous observation and subsequent reflection, with the aim of improving subsequent practices and creating suitable and motivating activities for the surrounding contexts. To achieve this suitability, the training journey relied on collaborative work, carried out both between the dyad and with the cooperating teachers and supervisors. It is worth noting that the actions, motivated by constant reflections, were always accompanied by the mobilization of theoretical and pedagogical knowledge, supporting the aforementioned practice. Besides the mentioned Methodology, the actions in the surrounding contexts emerged in the form of Projects, fitting into the Project Work Methodology. Thus, there was a constant adaptation of planned activities, seeking to provide an intentional and adequate response to the students; this adaptation reflected the flexibility essential in educational practice. Based on the studies, the importance of student engagement with the community is well known; in this sense, educational actions were developed to promote this contact, motivating the students, enriching the practice, and emphasizing the school-family-community connection.
Description
Keywords
Prática educativa Perfil duplo docente Desenvolvimento profissional Trabalho colaborativo Flexibilidade Educational practice Dual-profile teacher Professional development Collaborative work Flexibility
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação