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Abstract(s)
A realização deste Relatório de Estágio enquadra-se no âmbito da unidade curricular, Prática de Ensino Supervisionada do Mestrado em Ensino do 1.º e do 2.º Ciclo do Ensino Básico.
O estágio no âmbito do 1.º Ciclo realizou-se no Centro Escolar de Santa Maria e o estágio no âmbito do 2.º Ciclo realizou-se nos Agrupamentos de Escolas Paulo Quintela e Augusto Moreno.
Neste relatório é feita a descrição de algumas experiências de ensino aprendizagem que realizamos ao longo da Prática de Ensino Supervisionada, nas diferentes áreas referidas, acompanhada pelas respetivas reflexões que essas experiências nos suscitaram.
Para cada experiência de ensino aprendizagem é feita uma espécie de introdução, que designamos como nota prévia, onde se contextualiza a experiência de ensino/aprendizagem e se tecem algumas considerações sobre a sua importância no âmbito do ciclo de estudos em que está incluída. É também nesta nota prévia que se referem as indicações das Orientações Curriculares relativamente à área em questão. Segue-se a descrição da experiência de ensino/aprendizagem, fundamentando as opções tomadas teoricamente e dando algumas indicações de outras possibilidades de ação. Por fim, termina-se com uma reflexão sobre o trabalho desenvolvido, referindo as potencialidades e as limitações do que foi implementado, sem esquecer os constrangimentos com que nos deparamos ao longo do estágio e os aspetos em que necessitamos de melhorar.
É de salientar a grande importância do estágio profissional, pois com a sua frequência é possível uma melhor/maior aprendizagem para no futuro desempenharmos corretamente a docência, e sermos professores de qualidade.
Através da Prática Pedagógica é possível edificar um conhecimento profissional na interação contínua entre a teoria e a prática. É necessário que o professor tenha consciência de que esta é uma troca permanente de saberes entre professores e alunos. A escola “…ao criar as condições de uma tensão entre a teoria e a prática, entre a reflexão e a acção, permite a consolidação de uma conduta moral e a realização de uma humanização cada vez mais consequente” (Reimão, 2009 p. 21).
The realization of this Teaching Practice Report is part of the curricular subject Practice of Supervised Teaching, of the Master’s degree in Teaching in the First and Second Cycles of the Portuguese educational system. The teaching practice in the area of the First Cycle was carried out in the Santa Maria School Centre and the teaching practice in the Second Cycle was carried out in the Paulo Quintela and Augusto Moreno School Groups. In this report we present a description of some experiences of teaching and learning which we carried out through the Practice of Supervised Teaching, in the aforementioned areas, accompanied by the respective reflections which those experiences aroused. For each teaching and learning experience, a sort of introduction (which we call a preface) is presented, in which the teaching and learning experience is contextualized and some opinions are expressed about their importance in the scope of the cycle of studies in which they are included. In this preface, we can also find the indications of the Curricular Orientations related to the area in question. Next, the current teaching/learning experience is described, giving theoretical foundation to the chosen options and also indicating some other possible actions. Finally, it ends up with a reflection on the work done, referring to the potentialities and constraints of what was achieved, without forgetting the difficulties we ran into during the teaching practice and the aspects we needed to improve. The great importance of the teaching practice itself should be highlighted, because this experience allowed us to achieve a greater and better degree of learning, so that we can, in the future, perform our teaching skills adequately and be a well qualified lecturer. Through teaching practice, it is possible to build up professional knowledge in the continuous interaction between theory and practice. The teacher should be conscious this situation is a permanent exchange of knowledge between teacher and students. “By creating the conditions for a tension between theory and practice, between reflection and action”, the school “allows for the consolidation of a moral conduct and the achievement of a more meaningful humanization” (Reimão, 2009, p.21).
The realization of this Teaching Practice Report is part of the curricular subject Practice of Supervised Teaching, of the Master’s degree in Teaching in the First and Second Cycles of the Portuguese educational system. The teaching practice in the area of the First Cycle was carried out in the Santa Maria School Centre and the teaching practice in the Second Cycle was carried out in the Paulo Quintela and Augusto Moreno School Groups. In this report we present a description of some experiences of teaching and learning which we carried out through the Practice of Supervised Teaching, in the aforementioned areas, accompanied by the respective reflections which those experiences aroused. For each teaching and learning experience, a sort of introduction (which we call a preface) is presented, in which the teaching and learning experience is contextualized and some opinions are expressed about their importance in the scope of the cycle of studies in which they are included. In this preface, we can also find the indications of the Curricular Orientations related to the area in question. Next, the current teaching/learning experience is described, giving theoretical foundation to the chosen options and also indicating some other possible actions. Finally, it ends up with a reflection on the work done, referring to the potentialities and constraints of what was achieved, without forgetting the difficulties we ran into during the teaching practice and the aspects we needed to improve. The great importance of the teaching practice itself should be highlighted, because this experience allowed us to achieve a greater and better degree of learning, so that we can, in the future, perform our teaching skills adequately and be a well qualified lecturer. Through teaching practice, it is possible to build up professional knowledge in the continuous interaction between theory and practice. The teacher should be conscious this situation is a permanent exchange of knowledge between teacher and students. “By creating the conditions for a tension between theory and practice, between reflection and action”, the school “allows for the consolidation of a moral conduct and the achievement of a more meaningful humanization” (Reimão, 2009, p.21).