| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.04 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular de Pática de Ensino Supervisionada II (PES II), do Mestrado em Ensino 1.º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2.º CEB. É finalidade deste relatório final descrever e analisar, de forma reflexiva, o período de observação, intervenção e avaliação desenvolvida na PES II nos contextos do 1.º e do 2.º CEB. No 1.º CEB, a prática de ensino supervisionada decorreu numa turma mista de 1.º e 2.º ano de escolaridade de uma instituição de ensino privado, em Lisboa e, no 2.º CEB, decorreu em duas turmas do 5.º ano, de uma instituição de ensino público do concelho de Damaia. O presente relatório apresenta na segunda parte um estudo, realizado no contexto da PES II, intitulado “O Processo de Diferenciação Pedagógica no 1.º CEB”. Este estudo visa analisar as conceções e as práticas sobre os processos de diferenciação pedagógica. Configuram-se como objetivos específicos do estudo: (i) caracterizar as conceções da Orientadora Cooperante (OC) sobre o processo de Diferenciação Pedagógica (DP); (ii) caracterizar as práticas de DP implementadas pela OC; (iii) descrever as práticas de DP observadas pela investigadora na PES II; (iv) comparar as conceções e práticas de DP descritas pela OC e as observadas pela investigadora (no contexto da PES II). Em conformidade com os objetivos de estudo, recorreu-se a uma metodologia de natureza qualitativa, privilegiando-se a entrevista semiestruturada, a observação participante e as notas de campo como técnicas de recolha de dados. O tratamento de dados foi realizado com recurso à análise de conteúdo. Os resultados deste estudo permitiram evidenciar que, muito embora a docente revele conceções teóricas fundamentadas sobre o processo de DP, estas não se concretizam na sua prática docente, uma vez que só implementa estratégias de DP com os alunos com maiores dificuldades.
This report is part of the Supervised Teaching Practice II (STP II) course of the Master's Degree in Teaching in the 1st cycle of basic education (CBE), and of Mathematics and Natural Sciences in the 2nd CBE. The purpose of this final report is to describe and analyse, in a reflective way, the period of observation, intervention, and evaluation developed in STP II in the 1st and 2nd grade contexts. In the 1st CBE, the supervised teaching practice took place in a mixed 1st and 2nd grade class of a private educational institution in Lisbon, and, in the 2nd CBE, it took place in two 5th grade classes of a public educational institution in Damaia. The second part of this report presents a study, carried out in the context of STP II, entitled "The Process of Pedagogical Differentiation in Primary School". This study aims to analyse the conceptions and practices about the processes of pedagogical differentiation. The specific objectives of the study were: (i) characterize the conceptions of the Cooperating Supervisor about the process of Pedagogical Differentiation; (ii) characterize the Pedagogical Differentiation practices implemented by the Cooperating Supervisor; (iii) describe the Pedagogical Differentiation practices observed by the researcher in STP II; (iv) compare the conceptions and Pedagogical Differentiation practices described by the Cooperating Supervisor and those observed by the researcher (in the context of STP II). In line with the study objectives, a qualitative methodology was used, with a focus on semi-structured interviews, participant observation and field notes as data collection techniques. Data were processed using content analysis. The results of this study showed that, although the teacher reveals well-founded theoretical conceptions about the Pedagogical Differentiation process, these are not materialized in her teaching practice, since she only implements Pedagogical Differentiation strategies with students with greater difficulties.
This report is part of the Supervised Teaching Practice II (STP II) course of the Master's Degree in Teaching in the 1st cycle of basic education (CBE), and of Mathematics and Natural Sciences in the 2nd CBE. The purpose of this final report is to describe and analyse, in a reflective way, the period of observation, intervention, and evaluation developed in STP II in the 1st and 2nd grade contexts. In the 1st CBE, the supervised teaching practice took place in a mixed 1st and 2nd grade class of a private educational institution in Lisbon, and, in the 2nd CBE, it took place in two 5th grade classes of a public educational institution in Damaia. The second part of this report presents a study, carried out in the context of STP II, entitled "The Process of Pedagogical Differentiation in Primary School". This study aims to analyse the conceptions and practices about the processes of pedagogical differentiation. The specific objectives of the study were: (i) characterize the conceptions of the Cooperating Supervisor about the process of Pedagogical Differentiation; (ii) characterize the Pedagogical Differentiation practices implemented by the Cooperating Supervisor; (iii) describe the Pedagogical Differentiation practices observed by the researcher in STP II; (iv) compare the conceptions and Pedagogical Differentiation practices described by the Cooperating Supervisor and those observed by the researcher (in the context of STP II). In line with the study objectives, a qualitative methodology was used, with a focus on semi-structured interviews, participant observation and field notes as data collection techniques. Data were processed using content analysis. The results of this study showed that, although the teacher reveals well-founded theoretical conceptions about the Pedagogical Differentiation process, these are not materialized in her teaching practice, since she only implements Pedagogical Differentiation strategies with students with greater difficulties.
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
Diferenciação pedagógica Conceções de professores Práticas de ensino Sucesso educativo 1.º ciclo do ensino básico Pedagogical differentiation Conceptions of teachers Teaching practices Educational success 1st cycle of basic education
Citation
Ferreira, M. O. L. (2023). O Processo de Diferenciação Pedagógica no 1.º CEB (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16878