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Abstract(s)
O presente Relatório de Estágio surge no âmbito da Unidade Curricular Prática de Ensino Supervisionada (PES), integrada no plano de estudos do Mestrando em Ensino do 1º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2º Ciclo do Ensino Básico. Desta forma, este documento para além de possibilitar a habilitação profissional para a docência nas referidas áreas, objetiva espelhar o percurso de aprendizagem da mestranda, ao longo da PES. Assim, neste relatório de caráter formal, estabelece-se a mobilização de pressupostos legais e teóricos que apoiaram a formação inicial da mestranda na docência e nortearam a sua ação educativa. No decorrer da prática, a mestranda teve a oportunidade de intervir em dois níveis educativos – 1º CEB e 2º CEB – bem como em dois tipos de modalidades - ensino presencial e ensino a distância (E@D). De salientar, ainda, que todas as intervenções implementadas se enquadraram na metodologia de investigação-ação, contemplando as fases de observação, planificação, ação e reflexão, com o intuito de desenvolver uma prática educativa contextualizada e significativa. Por fim, apresenta-se, ainda, uma componente investigativa, referente à promoção de práticas epistémicas, integrando um ambiente de programação, numa turma do 5º ano de escolaridade. Não obstante, destacam-se os vários obstáculos ultrapassados, assim como o profundo trabalho colaborativo, desenvolvido com todos os intervenientes neste processo, como pontos chaves para o crescimento profissional e pessoal da mestranda. Nesta perspetiva, o presente documento relata uma pequena parte da história, repleta de aventuras e de desafios, vivenciada pela mestranda, ao longo da PES.
The present Internship Report takes part within the scope of the curricular unit Supervised Practice of Teaching (SPT), that belongs to the study plan of the Master's in teaching of the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. This document, in addition to enabling professional qualification for teaching in the mentioned areas, aims to reflect the learning path of the master's student, throughout the SPT. This formal report establishes the mobilization of legal and theoretical arguments that supported the initial training of the master's student in teaching and guided her educational action. During the practice, the master's student had the opportunity to intervene at two educational levels - 1st Cycle of Basic Education (CBE) and 2nd CBE - as well as in two types of modalities - classroom teaching and distance learning (E@D). It should also be noted that all the interventions implemented were part of the action-research methodology, including the phases of observation, planning, action and reflection, in order to develop a contextualized and meaningful educational practice. Finally, there is also an investigative component, referring to the promotion of epistemic practices, integrating a programming environment, in a class of the 5th year of schooling. Nevertheless, the various obstacles overcome, as well as the deep collaborative work, developed with all those involved in this process, stand out as key points for the professional and personal growth of the master's student. In this perspective, this document tells a small part of the story, full of adventures and challenges, experienced by the master's student, throughout SPT.
The present Internship Report takes part within the scope of the curricular unit Supervised Practice of Teaching (SPT), that belongs to the study plan of the Master's in teaching of the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. This document, in addition to enabling professional qualification for teaching in the mentioned areas, aims to reflect the learning path of the master's student, throughout the SPT. This formal report establishes the mobilization of legal and theoretical arguments that supported the initial training of the master's student in teaching and guided her educational action. During the practice, the master's student had the opportunity to intervene at two educational levels - 1st Cycle of Basic Education (CBE) and 2nd CBE - as well as in two types of modalities - classroom teaching and distance learning (E@D). It should also be noted that all the interventions implemented were part of the action-research methodology, including the phases of observation, planning, action and reflection, in order to develop a contextualized and meaningful educational practice. Finally, there is also an investigative component, referring to the promotion of epistemic practices, integrating a programming environment, in a class of the 5th year of schooling. Nevertheless, the various obstacles overcome, as well as the deep collaborative work, developed with all those involved in this process, stand out as key points for the professional and personal growth of the master's student. In this perspective, this document tells a small part of the story, full of adventures and challenges, experienced by the master's student, throughout SPT.
Description
Keywords
Prática de ensino supervisionada Reflexão Investigação-ação Tecnologia Supervised practice of teaching Reflection Action-research Technology
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação