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Advisor(s)
Abstract(s)
O presente relatório de estágio (RE) surge no âmbito da unidade curricular (UC) de Prática
de Ensino Supervisionada (PES), inserida no plano de estudos do Mestrado em Ensino do 1º Ciclo
do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2º CEB, conforme Decreto-lei
79/2014, de 14 de Maio. Tem como objetivo descrever e analisar critica e reflexivamente o
processo da formação do mestrando durante a PES. Na elaboração deste RE, foram revisitados e
mobilizados os pressupostos teóricos e legais que suportam a construção da profissionalidade
docente, descritas e refletidas criticamente as práticas educativas que cresceram num ciclo da
supervisão de observação, planificação, ação e reflexão, sendo que se valorizou a metodologia de
investigação-ação no sentido da transformação das práticas com efeito nos saberes
profissionais: científicos, pedagógicos e didáticos, técnicos e experienciais.
O processo ocorreu num paradigma de c o construção de saberes com o par de formação,
as professoras cooperantes e supervisores institucionais. Envolveu o contexto de Ensino do 1º
CEB e de 2º CEB num Agrupamento de Escolas da zona limítrofe do Porto. Foram desenvolvidas
regências no 1º CEB e no 2º CEB, um projeto de intervenção e um de investigação. Este último
projeto pretendeu responder à questão: "De que modo a metodologia Happy Code permite
desenvolver capacidades de resolução de problemas num ambiente gamificado?".
Este mestrado pautou-se pelo rigor na área da docência e das didáticas contribuindo para
a formação de um professor de duplo perfil que responde ao desafio do professor do século XXI.
This internship report (RE) arises under the curricular unit (UC) of Supervised Teaching Practice (PES), inserted in the study plan of the Master's Degree in Teaching of 1st Cycle of Basic Education (CEB) and Mathematics and Natural Sciences in 2nd CEB, according to Decree-Law 79/2014 of 14 May. lt aims to describe and critically and reflectively analyze the process of the master's student's training during the SEP. In the development of this RE, the theoretical and legal assumptions that support the construction of teaching professionalism were revisited and mobilized, and the educational practices that grew in a supervisory cycle of observation, planning, action and reflection were described and critically reflected upon, and the action research methodology was valued in arder to transform practices with an effect on professional knowledge: scientific, pedagogical and didactic, technical and experiential. The process took place within a paradigm of co-construction of knowledge with the training pair, the cooperating teachers and the institutional supervisors. lt involved the 1st and 2nd cycle teaching context in a Schools Grouping in the area around Porto. The students were given lessons in the 1st and 2nd cycles and developed an intervention project and a research project. This last project aimed to answer the question: "How does the Happy Code methodology allows the development of problem-solving skills in a gamified environment? This master's degree was marked by rigour in the area of teaching and didactics, contributing to the training of a teacher with a double profile that responds to the challenge of the 21stcenturyteache~
This internship report (RE) arises under the curricular unit (UC) of Supervised Teaching Practice (PES), inserted in the study plan of the Master's Degree in Teaching of 1st Cycle of Basic Education (CEB) and Mathematics and Natural Sciences in 2nd CEB, according to Decree-Law 79/2014 of 14 May. lt aims to describe and critically and reflectively analyze the process of the master's student's training during the SEP. In the development of this RE, the theoretical and legal assumptions that support the construction of teaching professionalism were revisited and mobilized, and the educational practices that grew in a supervisory cycle of observation, planning, action and reflection were described and critically reflected upon, and the action research methodology was valued in arder to transform practices with an effect on professional knowledge: scientific, pedagogical and didactic, technical and experiential. The process took place within a paradigm of co-construction of knowledge with the training pair, the cooperating teachers and the institutional supervisors. lt involved the 1st and 2nd cycle teaching context in a Schools Grouping in the area around Porto. The students were given lessons in the 1st and 2nd cycles and developed an intervention project and a research project. This last project aimed to answer the question: "How does the Happy Code methodology allows the development of problem-solving skills in a gamified environment? This master's degree was marked by rigour in the area of teaching and didactics, contributing to the training of a teacher with a double profile that responds to the challenge of the 21stcenturyteache~
Description
Keywords
Prática de ensino supervisionada lnvestigação-ação Resolução de problemas Gamificação HappyCode Supervised teaching practice Action research Problem solving Gamification
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação