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Authors
Advisor(s)
Abstract(s)
O presente relatório final foi elaborado no âmbito da Unidade Curricular de
Prática de Ensino Supervisionada (PES) integrada no plano de estudos do
Mestrado em Ensino do 1º Ciclo do Ensino Básico e em Matemática e Ciências
Naturais no 2º Ciclo do Ensino Básico. Para além de permitir a habilitação
profissional para a docência nas referidas áreas, este relatório tem por
objetivo espelhar a ação e reflexão da prática educativa do último ano,
evidenciando os pressupostos legais e teóricos de suporte à ação.
A metodologia de investigação-ação enquadrou todo o caminho percorrido
pela mestranda ao longo deste ano. Foi um percurso orientado pela
observação, planificação, ação e reflexão de modo a desenvolver uma prática
educativa contextualizada e significativa. Todos os passos percorridos e a
cooperação entre os intervenientes no processo foram elementos-chave no
crescimento pessoal e profissional da mestranda. Permitiram igualmente a
adoção de uma atitude mais reflexiva e crítica relativamente às suas próprias
aprendizagens, o que se acredita estar intimamente ligada à função do
professor.
O presente relatório de estágio apresenta, em primeiro lugar, o
enquadramento teórico e legal relativo à profissionalidade docente no 1º
Ciclo do Ensino Básico (CEB) e 2º CEB, seguido de uma caracterização do
contexto educativo da PES e das respetivas reflexões da ação. Apresenta
ainda o projeto de investigação desenvolvido numa turma de 5º ano que tem
como foco de estudo a abordagem educativa Flipped Classroom na área das
Ciências Naturais. O relatório termina com as considerações finais tecidas pela
mestranda sobre a PES.
This final report was written within the course unit Supervised Teaching Practice (PES), which is part of the Master’s Degree in Teaching the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. Apart from its goal to obtain the qualification for teaching the subjects above, the purpose of the present report is also to show the overall reflection of this year’s internship, within the legal and theoretical frames and requirements. The action research methodology framed the path undertaken by the teacher trainee throughout the year. In order to make the educational training contextualized and relevant, the assumed path involved observation, planning, action and reflection. Every step taken and the participants in the process were key-elements in the trainee’s personal and professional growth. Furthermore, they allowed the trainee to consider her own training with a more reflective attitude and critical viewpoint, qualities believed to be inner in what concerns teachers. To start with this report intends to analyse the theoretical and legal framework that sustains teacher’s professionalization of the 1st and 2nd Cycle of Basic Education, followed by the characterization of the PES educational context and corresponding reflections. This report also presents an investigation on the educational approach, Flipped Classroom, carried out in a 5th grade Science class. Finally, it addresses the trainee’s closing PES remarks.
This final report was written within the course unit Supervised Teaching Practice (PES), which is part of the Master’s Degree in Teaching the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. Apart from its goal to obtain the qualification for teaching the subjects above, the purpose of the present report is also to show the overall reflection of this year’s internship, within the legal and theoretical frames and requirements. The action research methodology framed the path undertaken by the teacher trainee throughout the year. In order to make the educational training contextualized and relevant, the assumed path involved observation, planning, action and reflection. Every step taken and the participants in the process were key-elements in the trainee’s personal and professional growth. Furthermore, they allowed the trainee to consider her own training with a more reflective attitude and critical viewpoint, qualities believed to be inner in what concerns teachers. To start with this report intends to analyse the theoretical and legal framework that sustains teacher’s professionalization of the 1st and 2nd Cycle of Basic Education, followed by the characterization of the PES educational context and corresponding reflections. This report also presents an investigation on the educational approach, Flipped Classroom, carried out in a 5th grade Science class. Finally, it addresses the trainee’s closing PES remarks.
Description
Keywords
Prática de ensino supervisionada Investigação-ação Reflexão Flipped Classroom Supervised Teaching Practice (PES) Action research Reflection
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação