| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 25 MB | Adobe PDF |
Resumo(s)
O presente Relatório de Estágio, elaborado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo, constitui um requisito formal para a admissão a provas públicas e, consequentemente, para a obtenção do grau de Mestre. Além disso, este relatório tem como objetivo desenvolver uma reflexão crítica sobre a Prática de Ensino Supervisionada, atendendo às aprendizagens construídas, aos contextos educativos envolvidos e aos desafios que decorreram da intervenção educativa. Reconhecendo que a prática docente assenta num ciclo contínuo de planificação, ação e reflexão, assume-se que o exercício profissional de ensinar implica inevitavelmente uma postura investigativa sobre a própria prática, que também se reflete neste documento.
O relatório integra, inicialmente, uma reflexão sobre ser professor no século XXI e ser professor nos 1.º e no 2.º Ciclos do Ensino, assim como evidencia a relevância da formação inicial e da formação contínua de professores. Para além disto, através da caracterização dos contextos educativos e da análise das experiências educativas, discutem-se aspetos fundamentais da prática pedagógica. A importância da investigação também se evidencia neste documento, especialmente pelo projeto de investigação, que surgiu da identificação de uma dificuldade na turma do 2.º ano, designadamente a correspondência fonema-grafema. Através do Laboratório Gramatical e da Pedagogia dos Discursos procurou-se oferecer aos alunos estratégias que promovessem a redução dos erros na escrita.
This Internship Report, prepared within the scope of the Supervised Teaching Practice course unit of the Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo, constitutes a formal requirement for admission to public examination and, consequently, for obtaining the Master's degree. Furthermore, this report aims to develop a critical reflection on the Supervised Teaching Practice, considering the learning constructed, the educational contexts involved, and the challenges arising from the educational intervention. Recognizing that teaching practice is based on a continuous cycle of planning, action, and reflection, it is assumed that the professional exercise of teaching inevitably implies an investigative stance towards one's own practice, which is also reflected in this document. The report initially includes a reflection on being a teacher in the 21st century and being a teacher in Primary and Lower Secondary Education, as well as highlighting the relevance of initial and continuing teacher training. In addition, through the characterization of educational contexts and the analysis of educational experiences, fundamental aspects of pedagogical practice are discussed. The importance of research is also evident in this document, particularly through the research project, which emerged from the identification of a difficulty in the 2nd-year class, namely phoneme-grapheme correspondence. Through the Grammar Laboratory and the Pedagogy of Discourses, the aim was to offer students strategies that would promote the reduction of writing errors.
This Internship Report, prepared within the scope of the Supervised Teaching Practice course unit of the Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo, constitutes a formal requirement for admission to public examination and, consequently, for obtaining the Master's degree. Furthermore, this report aims to develop a critical reflection on the Supervised Teaching Practice, considering the learning constructed, the educational contexts involved, and the challenges arising from the educational intervention. Recognizing that teaching practice is based on a continuous cycle of planning, action, and reflection, it is assumed that the professional exercise of teaching inevitably implies an investigative stance towards one's own practice, which is also reflected in this document. The report initially includes a reflection on being a teacher in the 21st century and being a teacher in Primary and Lower Secondary Education, as well as highlighting the relevance of initial and continuing teacher training. In addition, through the characterization of educational contexts and the analysis of educational experiences, fundamental aspects of pedagogical practice are discussed. The importance of research is also evident in this document, particularly through the research project, which emerged from the identification of a difficulty in the 2nd-year class, namely phoneme-grapheme correspondence. Through the Grammar Laboratory and the Pedagogy of Discourses, the aim was to offer students strategies that would promote the reduction of writing errors.
Descrição
Palavras-chave
Prática de ensino supervisionada Investigação-ação Correspondência fonema-grafema Laboratório gramatical Pedagogia dos discursos Supervised teaching practice Action research Phoneme-grapheme correspondence Grammar laboratory Pedagogy of discourse
Contexto Educativo
Citação
Editora
Licença CC
Sem licença CC