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Práticas educativas em Educação Pré-Escolar e 1.º Ciclo do Ensino Básico e o papel do feedback na sua reorientação
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Resumo, Índice, Introdução | 235.54 KB | Adobe PDF | ||
| Documento Principal | 1.25 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório de estágio pretende refletir o trabalho realizado pela autora, ao longo das unidades curriculares de Estágio Pedagógico I e II, do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Este documento constitui uma reflexão sobre as atividades realizadas em contexto de estágio no Pré-Escolar e no 1.º Ciclo do Ensino Básico, assumindo uma dimensão investigativa no que se refere às práticas de feedback havido durante a lecionação.
Quanto à reflexão sobre as práticas desenvolvidas, procura apresentar uma visão geral do trabalho havido, dar conta das opções tomadas e proceder à análise, fundamentação e crítica de situações educativas que realçaram a natureza das aprendizagens realizadas pelas crianças e algumas das conquistas da estagiária.
No referente à dimensão investigativa, foi realizado um estudo, de natureza descritiva, que visava identificar as formas de dar feedback nas práticas de estágio, a sua funcionalidade e o tipo de feedback dominante, procurando estabelecer comparações entre os dois níveis de ensino (Pré-Escolar e 1.º Ciclo). Parte-se da ideia de que o feedback consiste no fornecimento de pistas dadas pelo professor que levam o aluno a saber em que ponto está da sua aprendizagem e a formular novas ideias encaminhando-o para o sucesso. A recolha dos dados foi realizada nas duas turmas do estágio, mediante a observação direta, cujos registos foram substancialmente complementados com transcrições de gravações áudio. Os dados recolhidos foram objeto de análise de conteúdo.
As conclusões mais importantes apontam para o predomínio do feedback do tipo apreciativo/crítico por ser o mais simples e direto pois este localiza os alunos no seu percurso de aprendizagem.
Em geral, conclui-se que importa investir mais no feedback de reorientação, uma vez que o feedback eficaz sugere pistas que reorientam o aluno na sua aprendizagem.
ABSTRACT: This internship report intends to reflect the work carried out by the author, along the curricular units of Pedagogical Stage I and II, of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. This document is a reflection on the activities carried out in the context of the pre-primary stage and the 1st cycle of Basic Education, assuming an investigative dimension regarding the feedback practices during the teaching. As to the reflection on the practices developed, it seeks to present an overview of the work done, to take account of the options taken and to analyze, substantiate and critique educational situations that emphasized the nature of the learning activities carried out by the children and some of the achievements of the trainee. Regarding the investigative dimension, a descriptive study was carried out to identify ways of giving feedback on the internship practices, their functionality and the type of dominant feedback, seeking to establish comparisons between the two levels of education (Pre- School and 1st Cycle). It starts from the idea that feedback consists of providing clues given by the teacher that lead the student to know where he is from his learning and to formulate new ideas towards success. The data collection was performed in the two groups of the stage, through direct observation, whose records were substantially complemented with transcriptions of audio recordings. The data collected were subject to content analysis. The most important conclusions point to the predominance of appreciative / critical feedback because it is the most simple and direct because it locates students in their learning path. In general, it is concluded that it is important to invest more in the feedback of reorientation, since the effective feedback suggests clues that reorient the student in his learning.
ABSTRACT: This internship report intends to reflect the work carried out by the author, along the curricular units of Pedagogical Stage I and II, of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. This document is a reflection on the activities carried out in the context of the pre-primary stage and the 1st cycle of Basic Education, assuming an investigative dimension regarding the feedback practices during the teaching. As to the reflection on the practices developed, it seeks to present an overview of the work done, to take account of the options taken and to analyze, substantiate and critique educational situations that emphasized the nature of the learning activities carried out by the children and some of the achievements of the trainee. Regarding the investigative dimension, a descriptive study was carried out to identify ways of giving feedback on the internship practices, their functionality and the type of dominant feedback, seeking to establish comparisons between the two levels of education (Pre- School and 1st Cycle). It starts from the idea that feedback consists of providing clues given by the teacher that lead the student to know where he is from his learning and to formulate new ideas towards success. The data collection was performed in the two groups of the stage, through direct observation, whose records were substantially complemented with transcriptions of audio recordings. The data collected were subject to content analysis. The most important conclusions point to the predominance of appreciative / critical feedback because it is the most simple and direct because it locates students in their learning path. In general, it is concluded that it is important to invest more in the feedback of reorientation, since the effective feedback suggests clues that reorient the student in his learning.
Description
Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 16 de Maio de 2017, Universidade dos Açores.
Keywords
Educação Pré-Escolar Ensino Básico (1º Ciclo) Prática Pedagógica Teaching-Learning Process
Citation
Coelho, Sandra Sofia de Melo. "Práticas educativas em Educação Pré-Escolar e 1.º Ciclo do Ensino Básico e o papel do feedback na sua reorientação". 2017. 84 p.. (Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico / Relatório de Estágio). Ponta Delgada: Universidade dos Açores, 2016. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/4452>.