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Abstract(s)
O presente Relatório de Estágio desenvolve-se no âmbito da unidade curricular de Prática do Ensino Supervisionada II, integrada no Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º CEB, da Escola Superior de Educação do Politécnico de Lisboa.
Numa primeira parte, o relatório apresenta a caracterização, descrição e análise crítica e reflexiva das práticas pedagógicas implementadas e desenvolvidas no 1.º e no 2.º CEB.
Numa segunda parte, o relatório apresenta um estudo empírico intitulado Trabalho por projetos no 1.º ciclo: Percursos de aprendizagem, que teve como objetivos de investigação: (i) Descrever as diferentes fases do Trabalho por projetos, (ii) descrever as regras de desenvolvimento/ planeamento do Trabalho por projetos, (iii) Descrever os instrumentos de autorregulação utilizados no Trabalho por projetos; e (iv) Descrever o processo de comunicação dos projetos. Deste modo, pretende-se caracterizar as diferentes fases de desenvolvimento de um projeto como orientadoras de uma investigação, a importância dos instrumentos de regulação do trabalho para a aquisição de autonomia dos alunos no Trabalho por projetos, bem como a importância da comunicação dos projetos como partilha de conhecimento em comunidade. O presente estudo tem as características de uma investigação-ação, recorrendo a dados de natureza qualitativa. Participaram no estudo 24 alunos de uma turma de 2.º ano. Os dados foram recolhidos através: da observação participante no decorrer da investigação, registada em notas de campo; da realização de uma entrevista semiestruturada à Orientadora Cooperante (OC); e da realização de uma entrevista focus group aos participantes.
As análises dos dados recolhidos indicam que os instrumentos de regulação do trabalho, bem como a implementação de rotinas de partilha, ajudam a melhorar as conceções dos alunos sobre o TP, permitindo-lhes gerir de modo mais autónomo o seu trabalho, o que permite uma maior aquisição de aprendizagens significativas, construindo a criança o seu próprio conhecimento.
ABSTRACT This Training Report was developed within the scope of the Supervised Teaching Practice II curricular unit, integrated in the Master in Teaching in the 1st Cycle of Basic Education and Maths and Science in the 2nd Cycle of Basic Education, of the Lisbon School of Education (ESELx). In the first part, the report characterizes, describes and reflectively analyses the pedagogical practices implemented and developed in the 1st and 2nd Cycles of Basic Education. In a second part, the report presents an empirical study titled: Project Works in the 1st cycle: Learning pathways, which had as research objectives: (i) to describe the different phases of a project work, (ii) describe the rules of development/planning of a project work, (iii) to describe the self-regulation instruments used in project work; and (iv) to describe the project communication process. Thus, the goal is to characterize the different stages of development of a project as guidelines to an investigation, the importance of self-regulation instruments for the acquisition of students’ autonomy in Project Work, as well as demonstrating the importance of communicating projects as a means of community knowledge sharing. The present study embodies an action-research, using data of a qualitative nature. Twenty-four students from a 2nd year class participated in the study. Data were collected through participant observation during the investigation, recorded in field notes; from conducting a semi-structured interview to the Cooperating Advisor; and from conducting a focus group interview with the participants. The analysis of the collected data indicates that the instruments of work regulation, as well as the implementation of sharing routines, help to improve the students' conceptions about PW, allowing them to manage their work more autonomously, which in turn allows for a greater acquisition of meaningful learnings, giving the child a greater role as builder of their own knowledge.
ABSTRACT This Training Report was developed within the scope of the Supervised Teaching Practice II curricular unit, integrated in the Master in Teaching in the 1st Cycle of Basic Education and Maths and Science in the 2nd Cycle of Basic Education, of the Lisbon School of Education (ESELx). In the first part, the report characterizes, describes and reflectively analyses the pedagogical practices implemented and developed in the 1st and 2nd Cycles of Basic Education. In a second part, the report presents an empirical study titled: Project Works in the 1st cycle: Learning pathways, which had as research objectives: (i) to describe the different phases of a project work, (ii) describe the rules of development/planning of a project work, (iii) to describe the self-regulation instruments used in project work; and (iv) to describe the project communication process. Thus, the goal is to characterize the different stages of development of a project as guidelines to an investigation, the importance of self-regulation instruments for the acquisition of students’ autonomy in Project Work, as well as demonstrating the importance of communicating projects as a means of community knowledge sharing. The present study embodies an action-research, using data of a qualitative nature. Twenty-four students from a 2nd year class participated in the study. Data were collected through participant observation during the investigation, recorded in field notes; from conducting a semi-structured interview to the Cooperating Advisor; and from conducting a focus group interview with the participants. The analysis of the collected data indicates that the instruments of work regulation, as well as the implementation of sharing routines, help to improve the students' conceptions about PW, allowing them to manage their work more autonomously, which in turn allows for a greater acquisition of meaningful learnings, giving the child a greater role as builder of their own knowledge.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Keywords
Trabalho por projetos Autonomia Diferenciação pedagógica Cooperação.: Project work Autonomy Pedagogical differentiation Cooperation
Citation
Jacinto, A. L. N. (2021). Trabalho por projetos no 1º ciclo: percursos de aprendizagem (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14428