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O estágio pedagógico como lugar de aprendizagem da profissão docente na formação inicial de educadores de infância e professores do 1.º ciclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Resumo, Índice, Introdução | 303.43 KB | Adobe PDF | ||
| Documento Principal | 5.21 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente trabalho tem como principal objetivo refletir sobre as potencialidades do Estágio Pedagógico, do curso de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, ao serviço da aprendizagem daqueles que são os pressupostos centrais da profissão docente, nestes dois níveis de ensino.
Neste contexto, e para além de analisarmos e refletirmos acerca do nosso próprio percurso, antes, durante a após a nossa ação educativa, fomos ainda ao encontro de alguns docentes, em início de carreira, com o objetivo de trocarmos impressões sobre os seus próprios percursos, as suas dificuldades e conquistas e os contextos que favoreceram a sua aprendizagem profissional.
O nosso percurso metodológico baseou-se numa lógica de investigação de natureza qualitativa, baseada na investigação-ação, tendo sempre como foco principal o nosso Estágio Pedagógico, que serviu de mote a uma reflexão, profunda e detalhada, acerca das nossas práticas e das aprendizagens profissionais que as mesmas possibilitaram. Para tal, foi necessário recorrer a algumas técnicas de recolha de dados como a observação direta e participante, bem como à análise de conteúdo do Diário de Bordo e dos demais documentos elaborados ao longo do Estágio Pedagógico: os Projetos Formativos Individuais, as sequências didáticas, as avaliações e as reflexões.
Paralelamente, fomos também convocando as experiências formativas e profissionais da nossa colega de estágio e dos 8 docentes principiantes que entrevistámos: 4 educadores de infância e 4 professores do 1.º Ciclo do Ensino Básico. Tais testemunhos permitiram-nos fazer uma comparação entre os seus percursos e os nossos, nas várias etapas e contextos formativos, essencialmente no que respeita às estratégias encontradas para contrariar as naturais dificuldades com que se deparam os profissionais da educação, na sua entrada no ensino. Esta comparação permitiu-nos antecipar cenários formativos com os quais nos viemos a confrontar, modificar as nossas práticas e encontrar soluções para algumas das referidas dificuldades.
Terminados os nossos estágios, em ambos os níveis de ensino, concluímos que, por motivos vários, ambos contribuíram de forma bastante significativa para a nossa aprendizagem profissional, quer pelos desafios que nos criaram, quer pelas múltiplas possibilidades de reflexão que nos permitiram. Esta opinião foi também partilhada pela nossa parceira de estágio e pelos docentes principiantes que entrevistámos, que adiantaram que as maiores aprendizagens acontecerão, ainda, na etapa formativa que se segue, quando nos confrontarmos com os contextos reais da prática.
ABSTRACT: The present assignment has the main goal of reflecting about the potential benefits of the Pedagogical Teacher Training, within the Pre-school and Primary School Masters degree, which work along with the main assets of what becoming a teacher is all about in these two levels of teaching. Therefore, and before we analyze and reflect about our own path within, while and after our own teaching education, we researched next to some teachers, which were at the beginning of their careers, with the goal of exchanging experiences about their own trails in education, their difficulties and conquests within the midst. Learning through them which aspects favored their professional learning. Moreover, our methodology was based in a logical inquiry investigation, which rely in an action based research, having as main focus our Pedagogical Teacher Training, which served as basics for a profound and detailed reflection about our professional practices and learning skills. Thus it was necessary to use certain data survey techniques such as direct and participant observation, as well as the analysis of the logbook and other documents built throughout the Pedagogical Teacher Training such as: individual training projects, didactical sequences, evaluation and reflection. At the same time, we included the training and professional experiences of our teacher training colleague and of the eight main teachers which we interviewed: four kindergarten teachers and four primary school teachers. Such testimonies allowed us to make an accurate comparison between their paths and our own within the several stages and training contexts. In what concerns, essentially, the strategies found in order to surpass the natural difficulties with which teachers are normally confronted when they begin their teaching career. This comparison allowed us to be one step ahead of certain training scenarios with which we had to face and change our practices and find solutions to the above mentioned difficulties. In conclusion, and once our teacher training is over in both teaching levels, we reached the conclusion that, by various motives, both contributed quite significantly to our professional learning. Whether, by the changes that were created or by the multiple reflection possibilities which we were allowed. This opinion was shared by our teacher training colleague and by the joining teachers who were interview. They told us that the biggest learning process is still to come once we face our real professional contexts.
ABSTRACT: The present assignment has the main goal of reflecting about the potential benefits of the Pedagogical Teacher Training, within the Pre-school and Primary School Masters degree, which work along with the main assets of what becoming a teacher is all about in these two levels of teaching. Therefore, and before we analyze and reflect about our own path within, while and after our own teaching education, we researched next to some teachers, which were at the beginning of their careers, with the goal of exchanging experiences about their own trails in education, their difficulties and conquests within the midst. Learning through them which aspects favored their professional learning. Moreover, our methodology was based in a logical inquiry investigation, which rely in an action based research, having as main focus our Pedagogical Teacher Training, which served as basics for a profound and detailed reflection about our professional practices and learning skills. Thus it was necessary to use certain data survey techniques such as direct and participant observation, as well as the analysis of the logbook and other documents built throughout the Pedagogical Teacher Training such as: individual training projects, didactical sequences, evaluation and reflection. At the same time, we included the training and professional experiences of our teacher training colleague and of the eight main teachers which we interviewed: four kindergarten teachers and four primary school teachers. Such testimonies allowed us to make an accurate comparison between their paths and our own within the several stages and training contexts. In what concerns, essentially, the strategies found in order to surpass the natural difficulties with which teachers are normally confronted when they begin their teaching career. This comparison allowed us to be one step ahead of certain training scenarios with which we had to face and change our practices and find solutions to the above mentioned difficulties. In conclusion, and once our teacher training is over in both teaching levels, we reached the conclusion that, by various motives, both contributed quite significantly to our professional learning. Whether, by the changes that were created or by the multiple reflection possibilities which we were allowed. This opinion was shared by our teacher training colleague and by the joining teachers who were interview. They told us that the biggest learning process is still to come once we face our real professional contexts.
Description
Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 18 de Abril de 2017, Universidade dos Açores.
Keywords
Educador de Infância Ensino Básico (1º Ciclo) Formação de Professores Prática Pedagógica Pedagogical Teacher Training Professional Learning
Pedagogical Context
Citation
Coelho, Evangelina de Meneses Jacques. "O estágio pedagógico como lugar de aprendizagem da profissão docente na formação inicial de educadores de infância e professores do 1.º ciclo do Ensino Básico". 2017. 162 p.. (Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico). Ponta Delgada: Universidade dos Açores, 2016. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/4330>.