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Authors
Abstract(s)
O presente relatório de estágio de qualificação profissional tem como
objetivo refletir criticamente acerca do percurso de desenvolvimento
profissional da mestranda durante os momentos de prática pedagógica, no
âmbito das unidades curriculares de Prática Pedagógica Supervisionada na
Educação Pré-Escolar e Ensino do 1.º CEB.
Neste sentido, espelha competências desenvolvidas pela mestranda
essenciais para a profissionalidade docente, suportadas por uma postura
reflexiva, indagadora, crítica e investigativa, tornando-a capaz de tomar
decisões adequadas ao contexto educativo e agir com intencionalidade
pedagógica sabendo fazer, ser e estar.
Neste sentido, o desenvolvimento dos saberes profissionais foram
construídos em articulação com a metodologia de investigação-ação, que se
processou numa espiral cíclica de observação, planificação, ação, reflexão e
avaliação, tendo ênfase a reflexão pode ser intrínseca e implícita em todas as
fases. Importa referir ainda que o desenvolvimento da prática pedagógica em
díade de formação potenciou momentos de reflexão partilhada que
contribuíram para a transformação de práticas.
Realça-se que a elaboração deste relatório assumiu um papel fulcral na
consciência do ser professor, uma vez que despoletou na mestranda uma
reflexão crítica sobre as práticas e desafios delas decorrentes, contribuindo
para a contínua construção de conceções e representações inerentes à
identidade pessoal e profissional da futura docente.
The present professional qualification report aims to reflect critically on the professional development path of the student during the moments of pedagogical practice, in the context of the curricular units of Supervised Pedagogical Practice in Preschool Education and Elementary School. In this way, it reflects the essential competences developed by the student for the teaching profession, supported by a reflexive, inquiring, critical and investigative attitude, making her able to take appropriate decisions in the educational context and act with pedagogical intentionality knowing to do and to be. In this way, the development of professional knowledge was constructed in articulation with the methodology of action-research, which was processed in a cyclical spiral of observation, planning, action, reflection and evaluation, with emphasis the reflection that can be intrinsic and implicit in all phases. It is also important to refer that the development of pedagogical practice in dyad formation potentiated moments of shared reflection that contributed to the transformation of practices. It emphasizes that this report has assumed a central role in the consciousness of being a teacher, once triggered in the student a critical reflection on the practices and challenges arising from them, contributing to the continuous construction of conceptions and representations inherent to personal and professional identity of the future teacher.
The present professional qualification report aims to reflect critically on the professional development path of the student during the moments of pedagogical practice, in the context of the curricular units of Supervised Pedagogical Practice in Preschool Education and Elementary School. In this way, it reflects the essential competences developed by the student for the teaching profession, supported by a reflexive, inquiring, critical and investigative attitude, making her able to take appropriate decisions in the educational context and act with pedagogical intentionality knowing to do and to be. In this way, the development of professional knowledge was constructed in articulation with the methodology of action-research, which was processed in a cyclical spiral of observation, planning, action, reflection and evaluation, with emphasis the reflection that can be intrinsic and implicit in all phases. It is also important to refer that the development of pedagogical practice in dyad formation potentiated moments of shared reflection that contributed to the transformation of practices. It emphasizes that this report has assumed a central role in the consciousness of being a teacher, once triggered in the student a critical reflection on the practices and challenges arising from them, contributing to the continuous construction of conceptions and representations inherent to personal and professional identity of the future teacher.
Description
Keywords
Prática pedagógica Investigação-ação Reflexão Identidade pessoal e profissional Pedagogical practice Action-research Reflection Personal and professional identity Child
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação