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Abstract(s)
O presente relatório de estágio foi concebido no âmbito da na unidade
curricular de Integração Curricular: Prática Educativa e Relatório de Estágio
inserida do mestrado profissionalizante em Ensino do 1.º e 2º Ciclo do Ensino
Básico. Tem como objetivo dar a conhecer, de forma refletida e
fundamentada, a prática realizada pela mestranda no âmbito da sua
intervenção educativa em contexto de prática de ensino supervisionada.
Como o estágio é de natureza profissional e sendo uma oportunidade de
colocar na prática os diversos conhecimentos que foram obtidos ao longo da
formação académica, este documento começa com a realização de um
enquadramento académico e profissional que destaca os princípios que
nortearam a ação da professora estagiária. A nível académico lança-se uma
visão sobre os pressupostos legais que alicerçam a formação profissional de
professores, em geral, e da prática de ensino supervisionada, em particular.
Por outro lado, a nível profissional destacam-se princípios estruturantes da
construção e desenvolvimento profissional, que sustentou a prática da
professora estagiária ao longo deste percurso.
Num segundo momento, descrevem-se as experiências vividas no decorrer
da Prática de Ensino Supervisionada desenvolvida no ano letivo 2013/2014
que foi realizada no Agrupamento de Escolas do Cerco, com uma turma do 5.º
ano de escolaridade da Escola Básica e Secundária do Cerco e outra do 2.º ano
de escolaridade da EB1/JI do Falcão. Este estágio permitiu desenvolver
competências pessoais, sociais e profissionais: observação; cooperação;
regência; participação e desenvolvimento de atividades e projetos no
contexto educativo. Estas experiências de ensino e aprendizagem procuraram
a promoção de uma aprendizagem ativa e significativa para os alunos.
Este percurso formativo apesar de ser uma base da identidade profissional
docente, não é estanque e estará em constante mudança e evolução, para
uma formação contínua ao longo da vida.
This traineeship report was developed within the Curricular Integration: Educational Practice and Traineeship Report course unit which is part of the professional master’s degree in Basic School Teacher Education – Teaching in the 1st and 2nd Cycles. This report aims to share, in a studious and reasoned fashion, the practice carried out by the student within her educational intervention in the context of supervised teaching practice. Given the professional nature of the traineeship, which was taken as an opportunity to put in practice the diverse knowledge acquired during the academic training, this document starts by giving an academic and professional framework which highlights the principles that guided the trainee teacher’s action. On an academic level, an overview is given on the legal requirements that stand as the basis for the professional training of teachers, in general, and, more specifically, for the supervised teaching practice. On the other hand, on a professional level, the underlying principles of professional development, which supported this trainee teacher’s practice throughout the course, are highlighted. As a second step, the experiences encountered during the Supervised Teaching Practice developed in the 2013/2014 academic year, which took place in Agrupamento de Escolas do Cerco, with a 5th grade class of Escola Básica e Secundária do Cerco and a 2nd grade class of EB1/JI do Falcão are described. This traineeship allowed for the development of the following personal, social and professional skills: observation; collaboration; lecturing; participation and development of activities and projects in an educational context. These learning and teaching experiences sought to foster an active and meaningful learning style for the students. Despite being a basis for the professional identity of teachers, this training course is not rigid and will be in constant change and evolution, giving way to ongoing training throughout life.
This traineeship report was developed within the Curricular Integration: Educational Practice and Traineeship Report course unit which is part of the professional master’s degree in Basic School Teacher Education – Teaching in the 1st and 2nd Cycles. This report aims to share, in a studious and reasoned fashion, the practice carried out by the student within her educational intervention in the context of supervised teaching practice. Given the professional nature of the traineeship, which was taken as an opportunity to put in practice the diverse knowledge acquired during the academic training, this document starts by giving an academic and professional framework which highlights the principles that guided the trainee teacher’s action. On an academic level, an overview is given on the legal requirements that stand as the basis for the professional training of teachers, in general, and, more specifically, for the supervised teaching practice. On the other hand, on a professional level, the underlying principles of professional development, which supported this trainee teacher’s practice throughout the course, are highlighted. As a second step, the experiences encountered during the Supervised Teaching Practice developed in the 2013/2014 academic year, which took place in Agrupamento de Escolas do Cerco, with a 5th grade class of Escola Básica e Secundária do Cerco and a 2nd grade class of EB1/JI do Falcão are described. This traineeship allowed for the development of the following personal, social and professional skills: observation; collaboration; lecturing; participation and development of activities and projects in an educational context. These learning and teaching experiences sought to foster an active and meaningful learning style for the students. Despite being a basis for the professional identity of teachers, this training course is not rigid and will be in constant change and evolution, giving way to ongoing training throughout life.
Description
Keywords
Prática de Ensino Supervisionada observação cooperação reflexão desenvolvimento profissional Supervised Teaching Practice observation collaboration reflection professional development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação