| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 775.94 KB | Adobe PDF |
Authors
Abstract(s)
O presente Relatório de Estágio incide sobre o processo de formação inerente à Prática Educativa Supervisionada realizada no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, na Escola Superior de Educação do Porto, para obtenção do grau mestre, conforme o DL 79/2014, de 19 de setembro.
O processo de formação é complexo e dotado de quatro etapas e instrumentos úteis que são utilizados na prática educativa: a observação, a planificação, a avaliação e a reflexão. Ao longo deste documento serão refletidos os conhecimentos científicos e normativos essenciais para o desenvolvimento de práticas educativas em contexto, bem como para o crescimento e evolução de uma postura ética, indagadora e crítica da futura docente, que contribui para a construção da identidade profissional docente de perfil duplo. Os conhecimentos científicos-pedagógicos e a utilização da Metodologia de Investigação-Ação, que evidencia a componente investigativa, permitem a construção do perfil docente e foram utilizados ao longo da Prática Educativa Supervisionada nos dois ciclos de ensino.
A intencionalidade da ação educativa e a importância de que esta vá ao encontro das características e necessidades de todas as crianças, realça a importância de uma prática inclusiva e equitativa, em que todos os alunos, assumem um papel ativo fundamental no seu processo de aprendizagem. Assim, o professor deve assumir uma postura reflexiva e um papel de mediador sustentando as ações de forma que estas potenciem uma ação inovadora, reflexiva e com sentido.
Neste sentido, releva-se igualmente o trabalho colaborativo de todos os intervenientes no processo desde os estudantes, as docentes cooperantes, as crianças, as supervisoras institucionais, a comunidade educativa e as famílias, uma vez que contribuiu para o desenvolvimento de práticas contextualizadas que potenciam o desenvolvimento holístico da criança e fomentam o perfil pessoal e profissional de uma futura docente de perfil duplo.
This Internship Report focuses on the training process inherent to the Supervised Educational Practice carried out within the scope of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, at the Escola Superior de Educação do Porto, to obtain the master's degree, as per DL 79/2014, of September 19th. The training process is complex and has four stages and useful instruments that are used in educational practice: observation, planning, evaluation and reflection. Throughout this document, the scientific and normative knowledge essential for the development of educational practices in context will be reflected, as well as for the growth and evolution of an ethical, inquiring and critical stance of the future teacher, which contributes to the construction of the professional identity of a teacher. double profile. The scientific-pedagogical knowledge and the use of the Action Research Methodology, which highlights the investigative component, allow the construction of the teaching profile and were used throughout the Supervised Educational Practice in the two teaching cycles. The intentionality of educational action and the importance that it meets the characteristics and needs of all children, highlights the importance of an inclusive and equitable practice, in which all students assume a fundamental active role in their learning process. Therefore, the teacher must assume a reflective stance and a mediator role, supporting actions so that they promote innovative, reflective and meaningful action. In this sense, the collaborative work of all those involved in the process, from students, cooperating teachers, children, institutional supervisors, the educational community and families, is also highlighted, as it contributed to the development of contextualized practices that enhance the holistic development of the child and foster the personal and professional profile of a future dual-profile teacher.
This Internship Report focuses on the training process inherent to the Supervised Educational Practice carried out within the scope of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, at the Escola Superior de Educação do Porto, to obtain the master's degree, as per DL 79/2014, of September 19th. The training process is complex and has four stages and useful instruments that are used in educational practice: observation, planning, evaluation and reflection. Throughout this document, the scientific and normative knowledge essential for the development of educational practices in context will be reflected, as well as for the growth and evolution of an ethical, inquiring and critical stance of the future teacher, which contributes to the construction of the professional identity of a teacher. double profile. The scientific-pedagogical knowledge and the use of the Action Research Methodology, which highlights the investigative component, allow the construction of the teaching profile and were used throughout the Supervised Educational Practice in the two teaching cycles. The intentionality of educational action and the importance that it meets the characteristics and needs of all children, highlights the importance of an inclusive and equitable practice, in which all students assume a fundamental active role in their learning process. Therefore, the teacher must assume a reflective stance and a mediator role, supporting actions so that they promote innovative, reflective and meaningful action. In this sense, the collaborative work of all those involved in the process, from students, cooperating teachers, children, institutional supervisors, the educational community and families, is also highlighted, as it contributed to the development of contextualized practices that enhance the holistic development of the child and foster the personal and professional profile of a future dual-profile teacher.
Description
Keywords
Prática de ensino supervisionada Crianças Desenvolvimento holístico Aprendizagens significativas Colaboração e cooperação Supervised teaching practice Children Holistic development Meaningful learning Collaboration and cooperation
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação