| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 19.23 MB | Adobe PDF |
Abstract(s)
O presente Relatório constitui-se como um dos requisitos parciais para a obtenção do grau de Mestre e inclui-se na Unidade Curricular Prática Educativa Supervisionada, integrada no
2º ano do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico e tem como principal propósito descrever, fundamentar e analisar o processo de desenvolvimento de competências e conhecimentos adquiridos, no decorrer do estágio desenvolvido nas duas valências acima mencionadas.
A realização deste documento permitiu um enriquecimento do quadro concetual e contribuiu para uma prática educativa mais complexa, rica, significativa e reflexiva. Assim, a Prática Educativa Supervisionada constituiu-se como uma componente prática imprescindível que permitiu o repensar e desenvolvimento de referentes científicos, didáticos, culturais, pedagógicos e de investigação, enquadrando-os ao contexto educativo específico. Desta forma, a natureza reflexiva e indagatória encontra-se ao longo do relatório, uma vez que estas se constituem como características da prática desenvolvida, que se aproximou de uma Metodologia de Investigação-Ação assente numa espiral cíclica de observação, planificação, ação, reflexão e avaliação.
Neste documento realça-se também o trabalho colaborativo com os diferentes agentes envolvidos no processo educativo e entre o par pedagógico, bem como a exploração de diferentes estratégias e recursos que possibilitaram às crianças o desenvolvimento de aprendizagens mais significativas e contextualizadas e a edificação do desenvolvimento profissional da futura docente de perfil duplo.
This Report is one of the partial requirements for obtaining a Master's degree and is included in the Curricular Unit Supervised Educational Practice, integrated in the 2nd year of the Master's Degree in Pre-School Education and Teaching of the 151 Cycle of Compulsory Education, and its main purpose is to describe, support and analyze the process of developing competences and knowledge acquired during the internship developed in the two aforementioned fields. The realization of this document allowed an enrichment of the conceptual framework and contributed to a more complex, rich, meaningful and reflective educational practice. Thus, the Supervised Educational Practice was constituted as an essential practical component that allowed the rethinking and development of scientific, didactic, cultural, pedagogical, and research references, placing them into the specific educational context. Therefore, a reflective and inquisitive nature is found throughout the report, as these are constituted as characteristics of the practice developed, which approached a Research-Action Methodology based on a cyclical spiral of observation, planning, action, reflection and evaluation. This document also highlights the collaborative work between the different agents involved in the educational process and between the pedagogical pair, as well as the exploration of different strategies and resources that enabled children to develop more meaningful and contextualized learnings and the edification of the professional development of the future double profile teacher.
This Report is one of the partial requirements for obtaining a Master's degree and is included in the Curricular Unit Supervised Educational Practice, integrated in the 2nd year of the Master's Degree in Pre-School Education and Teaching of the 151 Cycle of Compulsory Education, and its main purpose is to describe, support and analyze the process of developing competences and knowledge acquired during the internship developed in the two aforementioned fields. The realization of this document allowed an enrichment of the conceptual framework and contributed to a more complex, rich, meaningful and reflective educational practice. Thus, the Supervised Educational Practice was constituted as an essential practical component that allowed the rethinking and development of scientific, didactic, cultural, pedagogical, and research references, placing them into the specific educational context. Therefore, a reflective and inquisitive nature is found throughout the report, as these are constituted as characteristics of the practice developed, which approached a Research-Action Methodology based on a cyclical spiral of observation, planning, action, reflection and evaluation. This document also highlights the collaborative work between the different agents involved in the educational process and between the pedagogical pair, as well as the exploration of different strategies and resources that enabled children to develop more meaningful and contextualized learnings and the edification of the professional development of the future double profile teacher.
Description
Keywords
Criança Formação Docente Metodologia de investigação-ação Prática educativa supervisionada Child Teacher training Research-action methodology Supervised educational practice
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação