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A realização do presente relatório está prevista no Complemento Regular
Específico do Curso de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo
do Ensino Básico da Escola Superior de Educação do Politécnico do Porto,
conforme o DL nº 43/2007, de 22 de fevereiro, e tem como objetivo espelhar
os saberes adquiridos e vivenciados ao longo, da Prática Pedagógica Educativa
Supervisionada na Educação Pré-Escolar e no 1.º Ciclo do Ensino. Efetivamente,
os saberes de que a docente-estagiária se apropriou contribuíram para a
construção do seu perfil profissional, segundo uma visão de educação que
pretende assumir ao longo da sua vida profissional docente, sabendo que
sofrerá influências de atualizações de acordo com a evolução social,
tecnológica, científica e didática.
Assim, o presente relatório evidencia o processo formativo que confere a
metodologia de investigação-ação como capital na construção dos saberes
profissionais, que permitiu um olhar atento que sustentou a intervenção que
atendeu às características, necessidades e interesses das crianças. A reflexão
foi fulcral para a transformação da prática educativa e desenvolvimento
profissional e pessoal. Neste processo, realça-se, ainda, o papel da supervisão
e da colaboração como um apoio enriquecedor que abre horizontes na prática
educativa e nas relações pedagógicas, pelo que o trabalho em díade de
formação constituiu possibilidades de desenvolvimento e de crescimento
pessoal, contribuindo, em larga escala, para a delineação do que é, de facto,
ser educador e professor.
The writing of this report was a requirement for the completion of the Master’s Degree in Pre-school and Primary School Education in Escola Superior de Educação do Politécnico do Porto. This final report aims to reflect the knowledge acquired and experienced throughout the supervised teaching practice in Pre-school and Primary School. In fact, the knowledge acquired by the teacher trainee has contributed both to the building of her profile as a future professional of education and to the creation of the vision of education that she intends to adopt, not disregarding future influences inherent to social, technological, and scientific changes, as well as changes in teaching techniques trends. Therefore, this report highlighgts the training process, which considers the research-action method to be of capital importance to the development of professional skills. The observation-planning-action-critical reflectionassessment cycle allowed for a thorough look, which enabled an appropriate response to the characteristics, needs and interests of the children. The critical reflection practice was also of paramount importance to the transformation of the educational practice as well as personal and professional development. Key to this process was also the role of the supervision and collaboration work in dyad, which provided learning opportunities and the expansion of horizons in terms of teaching practices, of pedagogical relationships, and of personal growth, thus greatly contributing to the delineation of what it actually means to be a teacher, an educator.
The writing of this report was a requirement for the completion of the Master’s Degree in Pre-school and Primary School Education in Escola Superior de Educação do Politécnico do Porto. This final report aims to reflect the knowledge acquired and experienced throughout the supervised teaching practice in Pre-school and Primary School. In fact, the knowledge acquired by the teacher trainee has contributed both to the building of her profile as a future professional of education and to the creation of the vision of education that she intends to adopt, not disregarding future influences inherent to social, technological, and scientific changes, as well as changes in teaching techniques trends. Therefore, this report highlighgts the training process, which considers the research-action method to be of capital importance to the development of professional skills. The observation-planning-action-critical reflectionassessment cycle allowed for a thorough look, which enabled an appropriate response to the characteristics, needs and interests of the children. The critical reflection practice was also of paramount importance to the transformation of the educational practice as well as personal and professional development. Key to this process was also the role of the supervision and collaboration work in dyad, which provided learning opportunities and the expansion of horizons in terms of teaching practices, of pedagogical relationships, and of personal growth, thus greatly contributing to the delineation of what it actually means to be a teacher, an educator.
Descrição
Palavras-chave
Investigação-ação Educação Desenvolvimento pessoal e profissional Reflexão Professor Educador Research-action Education Personal and professional development Critical reflection Teacher Educator
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação