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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da unidade curricular de Prática de Ensino
Supervisionada II, integrada no plano de estudos do mestrado em Ensino do 1.º e do 2.º
Ciclo do Ensino Básico. Este trabalho visa descrever e analisar de forma reflexiva o
período de observação, intervenção e avaliação pedagógica desenvolvido em contexto
do 1.º Ciclo do Ensino Básico, numa turma do 2.º ano de escolaridade. O estágio
decorreu, durante dez semanas, numa instituição pública, localizada no centro de
Lisboa. Para se efetuar a recolha e o tratamento de dados utilizou-se uma metodologia
de natureza qualitativa, com características próximas da metodologia de investigaçãoação.
O documento integra ainda um estudo intitulado “Das conceções às práticas de
avaliação formativa no 1.º Ciclo do Ensino Básico”, com o propósito de enquadrar
concetualmente a avaliação no contexto educativo e de caraterizar as representações e
práticas de avaliação formativa dos professores do 1.º Ciclo do Ensino Básico. Em
conformidade com o objeto de estudo recorreu-se a uma metodologia mista, ou seja de
natureza qualitativa quantitativa. Privilegiou-se a utilização do questionário, como
técnica de recolha de dados. O tratamento dos dados de natureza quantitativa foi
realizado com recurso ao software Statistical Package for the Social Sciences v21 e os
de natureza qualitativa com recurso à análise de conteúdo. Com base na análise e
discussão dos resultados, verificou-se que, de acordo com as conceções dos docentes, a
modalidade de avaliação formativa permite a regulação e orientação do processo de
ensino-aprendizagem, contribuindo para melhorar a qualidade do ensino e os resultados
obtidos dos alunos. Contudo, a partir da análise dos dados relativos às práticas dos
inquiridos, constata-se que nem sempre existe uma correspondência entre as
representações e os processos de avaliação implementados pelos docentes.
ABSTRACT This report was written in the context of an internship of the course “Prática de Ensino Supervisionada II”, part of the master’s degree in “Ensino do 1.º e 2.º Ciclo do Ensino Básico”. This paper aims to describe and analyze the period of observation, intervention and educational evaluation developed in the context of Primary Teaching (1st Cycle), in a 2nd grade class. The internship spanned ten weeks and was held at a public institution in the center of Lisbon. The procedure used to collect and handle data had a qualitative nature, which was closely linked to the methodology research-action. This document integrates an investigation study, named “Das conceções às práticas de avaliação formativa no 1.º Ciclo do Ensino Básico”, which aims to conceptually frame the evaluation in the context of an education system and to describe the 1st Cycle teacher’s evaluation practices and representations. In order to develop this investigation, a two-sided methodology was used (quantitative and qualitative), while priority was given to forms as a tool to collect data. The software Statistical Package for the Social Sciences v21 was used to examine the quantitative data and informationextraction techniques were applied to give meaning to qualitative data. Based on the analysis and discussion of the results, it was found that, according to the teacher’s viewpoints, the formative assessment which allows the regulation and supervision of the teaching-learning process is valued, as a way of improving the teaching quality and student’s results. However, after the analysis of the practices followed by the inquired teachers, it was verified that, in some instances, there is a gap between the conception of methodologies and their implementation.
ABSTRACT This report was written in the context of an internship of the course “Prática de Ensino Supervisionada II”, part of the master’s degree in “Ensino do 1.º e 2.º Ciclo do Ensino Básico”. This paper aims to describe and analyze the period of observation, intervention and educational evaluation developed in the context of Primary Teaching (1st Cycle), in a 2nd grade class. The internship spanned ten weeks and was held at a public institution in the center of Lisbon. The procedure used to collect and handle data had a qualitative nature, which was closely linked to the methodology research-action. This document integrates an investigation study, named “Das conceções às práticas de avaliação formativa no 1.º Ciclo do Ensino Básico”, which aims to conceptually frame the evaluation in the context of an education system and to describe the 1st Cycle teacher’s evaluation practices and representations. In order to develop this investigation, a two-sided methodology was used (quantitative and qualitative), while priority was given to forms as a tool to collect data. The software Statistical Package for the Social Sciences v21 was used to examine the quantitative data and informationextraction techniques were applied to give meaning to qualitative data. Based on the analysis and discussion of the results, it was found that, according to the teacher’s viewpoints, the formative assessment which allows the regulation and supervision of the teaching-learning process is valued, as a way of improving the teaching quality and student’s results. However, after the analysis of the practices followed by the inquired teachers, it was verified that, in some instances, there is a gap between the conception of methodologies and their implementation.
Description
Relatório de estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de
mestre em Ensino do 1.º e 2.º Ciclo do Ensino Básico
Keywords
Avaliação pedagógica Avaliação formativa 1.º ciclo do ensino básico Aprendizagem Sucesso educativo Pedagogical assessment Formative assessment Primary teaching Learning Educational success