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Authors
Advisor(s)
Abstract(s)
O relatório de estágio que se apresenta tem como principal objetivo
contribuir para um desenvolvimento profissional e pessoal da professoraestagiária,
na medida em que permite revisitar as práticas de ensino adotadas
e refletir sobre as mesmas, (re)descobrindo-se, assim, novos e melhores
modos de agir. Neste sentido, este relatório é o reflexo do percurso
desenvolvido ao longo da Prática Educativa Supervisionada.
Deste percurso salientam-se as aprendizagens realizadas, principalmente
no domínio da construção de situações promotoras de aprendizagem, que
foram favorecidas pela colaboração entre a mestranda e o outro. Este outro
assumiu especial destaque quando se tratou do par pedagógico, uma vez que
foi com este que se viveu todas as experiências desta viagem de crescimento
e, como tal, foi com este que melhor se conseguiu partilhar as dúvidas e as
ideias que fervilhavam. Por sua vez, realça-se a colaboração com os
professores supervisores que, num ciclo de supervisão pautado pela
exigência, permitiram a concretização de novas aprendizagens.
A Prática Educativa Supervisionada foi desenvolvida à luz da metodologia
de investigação-ação, uma vez que a mesma promoveu uma melhoria das
práticas, através da adoção de uma atitude reflexiva e crítica sobre a ação
educativa. Na concretização do processo em espiral de ciclos sucessivos que
integrou a planificação, ação, observação e reflexão procurou-se
permanentemente uma articulação teoria-prática.
Assim, e tendo como eixos orientadores a reflexão e a colaboração, a
professora-estagiária foi construindo a sua profissionalidade, com o desejo
intrínseco de alcançar o seu maior objetivo: levar a educação a todos e a cada
um
This traineeship report's main goal is to contribute to the professional and personal development of the trainee teacher. It allows revisiting the adopted teaching practices and carrying out a reflection on those practices, thus (re)discovering new and better ways of action. For that purpose, this report is the reflection of the journey developed throughout the Supervised Educational Practice. From this journey, one can highlight what was learned particularly in the field of creating situations that promote learning, which were favoured by the collaboration between the masters student and the other. This other had a very important role when we talk about the pedagogical pair because all the experiences in this path were lived together with this team-mate, with whom it was possible to share doubts and bursting ideas. On the other hand, it is important to emphasize the collaboration with the supervising teachers who enabled the implementation of new learnings within a demanding cycle of supervision. The Supervised Educational Practice was carried out according to the research-action methodology, because it promoted an improvement of practices through the use of a reflective and critic attitude towards educational action. In the implementation of the process, in a spiral of successive cycles that integrated planning, action, observation, and reflection, there was a permanent link between theory and practice. Thus, within a framework of reflection and collaboration, the trainee teacher built her professionality, aiming at her greater goal: to take education to each and everyone
This traineeship report's main goal is to contribute to the professional and personal development of the trainee teacher. It allows revisiting the adopted teaching practices and carrying out a reflection on those practices, thus (re)discovering new and better ways of action. For that purpose, this report is the reflection of the journey developed throughout the Supervised Educational Practice. From this journey, one can highlight what was learned particularly in the field of creating situations that promote learning, which were favoured by the collaboration between the masters student and the other. This other had a very important role when we talk about the pedagogical pair because all the experiences in this path were lived together with this team-mate, with whom it was possible to share doubts and bursting ideas. On the other hand, it is important to emphasize the collaboration with the supervising teachers who enabled the implementation of new learnings within a demanding cycle of supervision. The Supervised Educational Practice was carried out according to the research-action methodology, because it promoted an improvement of practices through the use of a reflective and critic attitude towards educational action. In the implementation of the process, in a spiral of successive cycles that integrated planning, action, observation, and reflection, there was a permanent link between theory and practice. Thus, within a framework of reflection and collaboration, the trainee teacher built her professionality, aiming at her greater goal: to take education to each and everyone
Description
Keywords
Prática educativa supervisionada Colaboração Investigação-ação Desenvolvimento pessoal e profissional Supervised educational practice Collaboration Research-action Personal and professional development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação