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Advisor(s)
Abstract(s)
O presente Relatório de Estágio desenvolve-se no âmbito da unidade curricular Prática de Ensino Supervisionada II, integrada no Mestrado em Ensino do 1.º Ciclo do Ensino Básico e em Matemática e Ciências Naturais do 2.º Ciclo do Ensino Básico, da Escola Superior de Educação de Lisboa.
Este relatório é, estruturalmente, constituído por duas partes. Apresenta-se, de modo sintético a caracterização, análise e reflexão das práticas pedagógicas implementadas e desenvolvidas no 1.º e no 2.º CEB. Seguidamente apresenta-se um estudo empírico, desenvolvido numa turma de 4.ºano do 1.º Ciclo do Ensino Básico, de uma instituição pública, situada em Lisboa.
Através da investigação, pretende-se conhecer a perspetiva dos alunos, no que concerne ao Tempo de Estudo Autónomo.
Nesse sentido, e através de questões que se queriam ver respondidas, foram criados os seguintes objetivos: (i) conhecer a perspetiva dos alunos sobre a finalidade do Tempo de Estudo Autónomo; (ii) conhecer a opinião dos alunos sobre a importância do Tempo de Estudo Autónomo; e (iii) saber se as opiniões dos alunos sobre o TEA correspondem às finalidades e orientações estratégicas da professora.
Após se perceber que esta investigação se desenvolve de acordo com uma metodologia qualitativa, as técnicas de recolha de dados utilizadas foram a análise documental e entrevistas. Posteriormente, o tratamento de dados foi realizado através de análise de conteúdo.
Após a análise feita, foi realizado um confronto entre a análise da entrevista da professora com a análise das entrevistas dos alunos, a fim de compreender qual a perspetiva dos alunos acerca do TEA e perceber se as suas opiniões estão em concordância com as finalidades e orientações estratégicas da professora.
Por fim, concluiu-se que os alunos têm noção das finalidades do TEA, tendo em conta aquilo que a professora lhes tenta transmitir. A opinião dos alunos acerca do TEA é bastante definida e vai ao encontro da opinião da professora. Em suma, existe uma grande convergência entre as opiniões dos alunos e as finalidades e orientações estratégicas da professora, exceto num único aspeto que não é valorizado pela professora, por não interferir na aprendizagem dos alunos.
ABSTRACT This Training Report is developed in the scope of the curricular unit Supervised Teaching Practice II, integrated in the Masters Degree in Primary School Teaching and in Mathematics and Natural Sciences of the 2nd Cycle of Basic School, in the School of Education of Lisbon. This report is structurally composed of two parts. It presents a brief characterization, analysis and reflection of the pedagogical practices implemented and developed in the 1st and 2nd cycles of basic education. Afterwards, an empirical study is presented, developed in a 4th grade class of the 1st cycle of basic education, of a public institution, located in Lisbon. Through the research, it is intended to know the students' perspective, regarding the Self-Study Time. In this sense, and through questions that we wanted to see answered, the following objectives were created: (i) to know the students' perspective on the purpose of Self-Study Time; (ii) to know the students' opinion on the importance of Self-Study Time; and (iii) to know if the students' opinions about Self-Study Time correspond to the teacher's purposes and strategic orientations. After realizing that this research is developed according to a qualitative methodology, the data collection techniques used were document analysis and interviews. Subsequently, data treatment was carried out through content analysis. After the analysis was performed, a comparison was made between the analysis of the teacher's interview and the analysis of the students' interviews in order to understand the students' perspective on SSD and to understand whether their opinions are in line with the teacher's purposes and strategic orientations. Finally, it was concluded that students are aware of the aims of SSD, taking into account what the teacher tries to convey to them. The students' opinions about SSD are quite definite and are in line with the teacher's opinions. In summary, there is a great convergence between the students' opinions and the teacher's aims and strategic orientations, except for one aspect that is not valued by the teacher because it does not interfere with the students' learning.
ABSTRACT This Training Report is developed in the scope of the curricular unit Supervised Teaching Practice II, integrated in the Masters Degree in Primary School Teaching and in Mathematics and Natural Sciences of the 2nd Cycle of Basic School, in the School of Education of Lisbon. This report is structurally composed of two parts. It presents a brief characterization, analysis and reflection of the pedagogical practices implemented and developed in the 1st and 2nd cycles of basic education. Afterwards, an empirical study is presented, developed in a 4th grade class of the 1st cycle of basic education, of a public institution, located in Lisbon. Through the research, it is intended to know the students' perspective, regarding the Self-Study Time. In this sense, and through questions that we wanted to see answered, the following objectives were created: (i) to know the students' perspective on the purpose of Self-Study Time; (ii) to know the students' opinion on the importance of Self-Study Time; and (iii) to know if the students' opinions about Self-Study Time correspond to the teacher's purposes and strategic orientations. After realizing that this research is developed according to a qualitative methodology, the data collection techniques used were document analysis and interviews. Subsequently, data treatment was carried out through content analysis. After the analysis was performed, a comparison was made between the analysis of the teacher's interview and the analysis of the students' interviews in order to understand the students' perspective on SSD and to understand whether their opinions are in line with the teacher's purposes and strategic orientations. Finally, it was concluded that students are aware of the aims of SSD, taking into account what the teacher tries to convey to them. The students' opinions about SSD are quite definite and are in line with the teacher's opinions. In summary, there is a great convergence between the students' opinions and the teacher's aims and strategic orientations, except for one aspect that is not valued by the teacher because it does not interfere with the students' learning.
Description
Relatório de Estágio realizado no âmbito da Prática de Ensino Supervisionada II e apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e em Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Keywords
Tempo de Estudo Autónomo Autonomia Autorregulação de aprendizagem Plano Individual de trabalho. Self-study time Autonomy Self-regulation of learning Individual work plan
Citation
Girão, J. F. R. (2021). Tempo de estudo autónomo: a perspetiva dos alunos (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14502