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Abstract(s)
O presente relatório, elaborado no âmbito da Prática Profissional Supervisionada (Módulo II) entre outubro de 2023 e janeiro de 2024, apresenta uma análise do contexto em que a ação foi desenvolvida, bem como a caracterização do meio envolvente, da organização socioeducativa, da equipa educativa, do ambiente educativo, do grupo de vinte e duas crianças da Sala Vermelha e das respetivas famílias. A prática foi objeto de uma investigação qualitativa em torno da problemática: Qual o impacto da prática reflexiva na construção da profissionalidade do/a educador/a de infância? Os objetivos da investigação foram: i) compreender os contributos da adoção de uma prática reflexiva para o desenvolvimento da profissionalidade do educador/a de infância e ii) compreender os contributos de uma prática reflexiva para o desenvolvimento e aprendizagem da criança. A metodologia utilizada foi o estudo exploratório, que contou com as técnicas de observação participante, entrevistas semiestruturadas e consulta documental. A análise de conteúdo foi efetuada através da categorização e análise dos dados recolhidos, respeitando-se todas as questões éticas acordadas com os envolvidos no início do estudo. Os resultados da investigação revelam que a prática reflexiva é essencial para a melhoria contínua da prática pedagógica. A interação entre o/a educador/a, a criança e o ambiente educativo é fundamental para um desenvolvimento holístico e estimulante. A investigação também abordou a importância da afetividade, observação ativa e reflexão na prática educativa, visando promover um ambiente seguro e acolhedor para as crianças. A articulação entre a organização socioeducativa e a família é crucial para a formação completa da criança. Em resumo, a pesquisa ressaltou a necessidade do/a educador/a ser um eterno aprendiz, inovador e aberto à mudança.
This report, drawn up as part of the Supervised Professional Practice (Module II) between October 2023 and January 2024, presents an analysis of the context in which the action was carried out, as well as a characterization of the environment, the socio-educational organisation, the educational team, the educational environment, the group of twenty-two children in the Red Room, and their families. The practice was the subject of a qualitative investigation around the problem: What is the impact of reflective practice on the construction of the professionalism of the kindergarten teacher? The research objectives were: i) to understand the contributions of adopting a reflective practice to the development of the professionalism of the kindergarten teacher; and ii) to understand the contributions of a reflective practice to the development and learning of the child. The methodology used was an exploratory study, which used the techniques of participant observation, semi-structured interviews, and documentary consultation. Content analysis was carried out by categorising and analysing the collected data, respecting all the ethical issues agreed upon with those involved at the start of the study. The results of the research show that reflective practice is essential for the continuous improvement of teaching practice. The interaction between the educator, the child, and the educational environment is fundamental for holistic and stimulating development. The research also addressed the importance of affectivity, active observation, and reflection in educational practice, with the aim of promoting a safe and welcoming environment for children. The link between the socio-educational organisation and the family is crucial for the child's complete formation. In summary, the research emphasised the need for educators to be eternal learners, innovative, and open to change.
This report, drawn up as part of the Supervised Professional Practice (Module II) between October 2023 and January 2024, presents an analysis of the context in which the action was carried out, as well as a characterization of the environment, the socio-educational organisation, the educational team, the educational environment, the group of twenty-two children in the Red Room, and their families. The practice was the subject of a qualitative investigation around the problem: What is the impact of reflective practice on the construction of the professionalism of the kindergarten teacher? The research objectives were: i) to understand the contributions of adopting a reflective practice to the development of the professionalism of the kindergarten teacher; and ii) to understand the contributions of a reflective practice to the development and learning of the child. The methodology used was an exploratory study, which used the techniques of participant observation, semi-structured interviews, and documentary consultation. Content analysis was carried out by categorising and analysing the collected data, respecting all the ethical issues agreed upon with those involved at the start of the study. The results of the research show that reflective practice is essential for the continuous improvement of teaching practice. The interaction between the educator, the child, and the educational environment is fundamental for holistic and stimulating development. The research also addressed the importance of affectivity, active observation, and reflection in educational practice, with the aim of promoting a safe and welcoming environment for children. The link between the socio-educational organisation and the family is crucial for the child's complete formation. In summary, the research emphasised the need for educators to be eternal learners, innovative, and open to change.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Prática reflexiva Educador/a de infância Desenvolvimento profissional Processo de desenvolvimento e aprendizagem Reflective practice Kindergarten teacher Professional development Development and learning process
Citation
Monteiro, C. T. (2024). Qual o impacto da prática reflexiva na construção da profissionalidade do/a educador/a de infância? (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17986