| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.99 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório insere-se na Unidade Curricular de Prática de Ensino Supervisionada II do 2.º ano do Mestrado em Ensino no 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico. Numa primeira parte, este trabalho visa descrever e analisar de forma reflexiva a prática de ensino supervisionada desenvolvida em dois contextos de estágio. No 1.º Ciclo do Ensino Básico, esta decorreu numa turma de 4.º ano de escolaridade de uma instituição de ensino privado. No 2.º Ciclo do Ensino Básico, decorreu em duas turmas de 6.º ano de escolaridade de uma escola de ensino público.
Na segunda parte, o relatório integra um estudo realizado no contexto destas práticas, intitulado “Processos de diferenciação pedagógica no 1.º e no 2.º Ciclo do Ensino Básico”, que teve como propósito estudar os processos de diferenciação pedagógica em contexto de 1.º e 2.º CEB. Configuram-se como objetivos específicos do estudo: (i) Caracterizar as conceções e práticas descritas de professores de 1.º e 2.º CEB sobre os processos de diferenciação pedagógica; (ii) Comparar as conceções e práticas descritas entre os professores do 1.º e 2.º CEB; e (iii) Comparar as conceções e práticas dos professores do 1.º e do 2.º CEB sobre os processos de diferenciação pedagógica com as práticas observadas pela investigadora.
Em conformidade com o objeto de estudo, recorreu-se a uma metodologia de natureza qualitativa, utilizando como técnicas de recolha de dados, a entrevista semiestruturada, a observação participante e as notas de campo. Os dados recolhidos foram tratados com recurso à técnica de análise de conteúdo, sustentada nos fundamentos propostos por Bardin (2022). Os resultados do estudo permitem observar que tanto o professor de 1.º CEB como a professora de 2.º CEB possuem conceções sobre os processos de diferenciação pedagógica em linha de concordância com os referenciais teóricos. Não obstante, a prática da professora do 2.º CEB permite considerar que esta não adota procedimentos em estreita concordância com estes referenciais.
This report is part of the Curricular Unit of Supervised Teaching Practice II of the 2nd year of the Master’s Degree in Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. In the first part, this work aims to describe and analyse reflexively the supervised teaching practice developed in two internship contexts. In the 1st Cycle of Basic Education, it took place in a 4th grade class of a private educational institution. In the 2nd Cycle of Basic Education, it took place in two 6th grade classes of a public school. In the second part, the report includes a study conducted in the context of these practices, entitled “Pedagogical differentiation processes in the 1st and 2nd Cycles of Basic Education”, which aimed to study the processes of pedagogical differentiation in the context of 1st and 2nd Cycles of Basic Education. The specific objectives of the study were: (i) to characterize the conceptions and practices described by 1st and 2nd grade teachers about the processes of pedagogical differentiation; (ii) to compare the conceptions and practices described among 1st and 2nd grade teachers; and (iii) to compare the conceptions and practices of 1st and 2nd grade teachers about the processes of pedagogical differentiation with the practices observed by the researcher. In accordance with the object of study, a qualitative methodology was used, using semi-structured interviews, participant observation and field notes as data collection techniques. The data collected were processed using the content analysis technique, based on the principles proposed by Bardin (2022). The results of the study allow us to conclude that both the 1st and the 2nd grade teachers have conceptions about the processes of pedagogical differentiation that are in line with the theoretical frameworks. However, the practice of the 2nd grade teacher allows us to consider that she does not to adopt procedures in close agreement with these references.
This report is part of the Curricular Unit of Supervised Teaching Practice II of the 2nd year of the Master’s Degree in Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. In the first part, this work aims to describe and analyse reflexively the supervised teaching practice developed in two internship contexts. In the 1st Cycle of Basic Education, it took place in a 4th grade class of a private educational institution. In the 2nd Cycle of Basic Education, it took place in two 6th grade classes of a public school. In the second part, the report includes a study conducted in the context of these practices, entitled “Pedagogical differentiation processes in the 1st and 2nd Cycles of Basic Education”, which aimed to study the processes of pedagogical differentiation in the context of 1st and 2nd Cycles of Basic Education. The specific objectives of the study were: (i) to characterize the conceptions and practices described by 1st and 2nd grade teachers about the processes of pedagogical differentiation; (ii) to compare the conceptions and practices described among 1st and 2nd grade teachers; and (iii) to compare the conceptions and practices of 1st and 2nd grade teachers about the processes of pedagogical differentiation with the practices observed by the researcher. In accordance with the object of study, a qualitative methodology was used, using semi-structured interviews, participant observation and field notes as data collection techniques. The data collected were processed using the content analysis technique, based on the principles proposed by Bardin (2022). The results of the study allow us to conclude that both the 1st and the 2nd grade teachers have conceptions about the processes of pedagogical differentiation that are in line with the theoretical frameworks. However, the practice of the 2nd grade teacher allows us to consider that she does not to adopt procedures in close agreement with these references.
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 Sucesso educativo Conceções de professores Práticas de ensino e aprendizagem Pedagogical differentiation Educational success Teachers' conceptions Teaching and learning practices
Citation
Ferreira I. C. P. (2023). Processos de diferenciação pedagógica no 1.º e no 2.º ciclo do ensino básico (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16865