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Advisor(s)
Abstract(s)
O presente Relatório de Estágio foi elaborado no âmbito da Unidade Curricular Prática de Ensino Supervisionada, integrada no plano de estudos do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e Matemática e Ciências Naturais do 2º Ciclo do Ensino Básico.
Através deste trabalho, pretende-se apresentar e explorar o percurso individual formativo desenvolvido ao longo da Prática de Ensino Supervisionada e a forma como o estágio possibilitou a construção de saberes profissionais, numa constante reflexão crítica sobre as suas práticas e opções tomadas pelo mestrando.
No desenvolvimento da prática pedagógica, a metodologia de investigação-ação deu rumo à conduta do formando, proporcionando a articulação de saberes e atitudes orientadores, traduzindo-se essencialmente por quatro etapas cíclicas: observação, planificação, ação e reflexão, cuja dinâmica permite a construção de conhecimentos sólidos que sustentam o desenvolvimento da profissionalidade docente. É de salientar o papel basilar dos professores cooperantes, dos supervisores institucionais e do par pedagógico, numa partilha de saberes ao longo de todo o percurso.
Repare-se que o presente trabalho apresenta uma dimensão investigativa, através da exploração de um projeto no âmbito de Atividades Contextualizadas para a promoção de práticas de separação de resíduos.
This Internship Report was elaborated under the Curricular Unit Supervised Teaching Practice, integrated in the Master’s Curriculum of Teaching the 1st Cycle of Basic Education and Mathematics and Natural Sciences of the 2nd Cycle of Basic Education. Through this work, is intended to present and explore the individual formative course developed throughout the Supervised Teaching Practice, and the way in which the traineeship made possible the construction of professional knowledge, in a constant critical reflection on its practices and options taken by the graduate student. In the development of educational practice, the research-action methodology gave way to the conduct of the trainee teacher, providing the combination of knowledge and guiding attitudes, mainly translated by four cyclical stages: observation, planning, action and reflection, whose dynamics allows the construction Knowledge that supports the development of teaching professionalism. It is important to emphasize the significant role of cooperating teachers, institutional supervisors and the pedagogical pair, in a sharing of knowledge throughout the course. Notice that this present paper presents an investigative dimension, through the exploration of a project, involving the study of Contextualized Activities for the promotion of residues separation practices.
This Internship Report was elaborated under the Curricular Unit Supervised Teaching Practice, integrated in the Master’s Curriculum of Teaching the 1st Cycle of Basic Education and Mathematics and Natural Sciences of the 2nd Cycle of Basic Education. Through this work, is intended to present and explore the individual formative course developed throughout the Supervised Teaching Practice, and the way in which the traineeship made possible the construction of professional knowledge, in a constant critical reflection on its practices and options taken by the graduate student. In the development of educational practice, the research-action methodology gave way to the conduct of the trainee teacher, providing the combination of knowledge and guiding attitudes, mainly translated by four cyclical stages: observation, planning, action and reflection, whose dynamics allows the construction Knowledge that supports the development of teaching professionalism. It is important to emphasize the significant role of cooperating teachers, institutional supervisors and the pedagogical pair, in a sharing of knowledge throughout the course. Notice that this present paper presents an investigative dimension, through the exploration of a project, involving the study of Contextualized Activities for the promotion of residues separation practices.
Description
Keywords
Prática de ensino supervisionada Reflexão Supervisão Investigação-ação Processo de ensino e aprendizagem Supervised teaching practice Reflection Supervision Research-action Teaching and learning process
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação