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Abstract(s)
A formação inicial constitui-se como alicerce para o desenvolvimento de práticas reflexivas, permitindo que o docente adquira as competências necessárias para assumir uma atitude indagadora e crítica perante a educação, mobilizando conhecimentos pedagógicos, didáticos e científicos. Neste sentido, a Prática Educativa Supervisionada revelou-se um elemento fundamental no processo formativo de perfil duplo de educadores de infância e de professores de 1º Ciclo do Ensino Básico porque possibilitou a interação com os contextos educativos da Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico, e proporcionou momentos de reflexão sobre, na e para a prática. Para uma ação educativa contextualizada e com sentido contribuíram os processos de observação, planificação, ação e reflexão da metodologia de investigação-ação.
O percurso apresentado ao longo do presente relatório pretende refletir o trabalho desenvolvido ao longo da Prática Educativa Supervisionada, onde a criança foi o principal agente do processo educativo e o docente seu orientador. Assim, este trajeto, que para além da evidente vantagem a nível profissional, se mostrou de um enorme valor a nível pessoal, é pautado pelo desafio de construir novos conhecimentos e de criar estratégias diferenciadoras, com vista a proporcionar experiências de aprendizagem para todas as crianças. O trabalho colaborativo entre todos os intervenientes do processo formativo contribuiu para o desenvolvimento profissional da mestranda.
Initial training is the foundation for the development of reflective practices, allowing the teacher to acquire the necessary skills to assume an inquiring and critical attitude towards education, mobilizing pedagogical, didactic, and scientific knowledge. In this sense, Supervised Educational Practice proved to be a fundamental element in the dual profile training process of kindergarten teachers and 1st Cycle of Basic Education teachers because it enabled interaction with the educational contexts of the Pre-school Education and the 1st Cycle of Basic Education, and provided moments of reflection on, in and for practice. The processes of observation, planning, action, and reflection of the research-action methodology contributed to a contextualized and meaningful educational action. The path presented throughout this report intends to reflect the work developed during the Supervised Educational Practice, where the child was the main agent of the educational process, and the teacher was his/her advisor. Thus, this path, which in addition to the obvious advantage at a professional level, proved to be of enormous value at a personal level, is guided by the challenge of building new knowledge and creating differentiating strategies, with a view to providing learning experiences for all children. Collaborative work between all participants in the training process contributed to the master's professional development.
Initial training is the foundation for the development of reflective practices, allowing the teacher to acquire the necessary skills to assume an inquiring and critical attitude towards education, mobilizing pedagogical, didactic, and scientific knowledge. In this sense, Supervised Educational Practice proved to be a fundamental element in the dual profile training process of kindergarten teachers and 1st Cycle of Basic Education teachers because it enabled interaction with the educational contexts of the Pre-school Education and the 1st Cycle of Basic Education, and provided moments of reflection on, in and for practice. The processes of observation, planning, action, and reflection of the research-action methodology contributed to a contextualized and meaningful educational action. The path presented throughout this report intends to reflect the work developed during the Supervised Educational Practice, where the child was the main agent of the educational process, and the teacher was his/her advisor. Thus, this path, which in addition to the obvious advantage at a professional level, proved to be of enormous value at a personal level, is guided by the challenge of building new knowledge and creating differentiating strategies, with a view to providing learning experiences for all children. Collaborative work between all participants in the training process contributed to the master's professional development.
Description
Keywords
Formação inicial Prática Ação Criança Docente reflexivo Initial training Practice Action Child Reflective teacher
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação