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Advisor(s)
Abstract(s)
O presente documento surge no âmbito da Unidade Curricular Prática do Ensino Supervisionada II do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico (CEB); da Escola Superior de Educação do Instituto Politécnico de Lisboa; e espelha a investigação desenvolvida com base numa metodologia mista de recolha de dados; desenvolvida num 2.º ano do 1.º CEB de uma escola da junta de freguesia de Alcântara.
Tendo em conta algumas características do grupo, nomeadamente, a existência de diferentes níveis de desenvolvimento nos alunos e o subaproveitamento do tempo letivo destinado ao apoio ao estudo contemplado no horário letivo, procedeu-se à implementação do Tempo de Estudo Autónomo (TEA). Por conseguinte, foi identificada uma amostra de seis alunos e implementou-se, durante os momentos de TEA, um regime de tutorias entre pares que promovesse a interação entre os alunos da amostra definida e os restantes.
Foi definido o Objetivo Geral de Investigação «Analisar o contributo das tutorias entre pares para assegurar a participação dos alunos no seu processo de ensino-aprendizagem e melhorar as suas aprendizagens» e traçados três domínios diferentes de atuação: A «participação no processo de ensino-aprendizagem»; B «Envolvimento no regime de tutorias entre pares»; e C «Realização das aprendizagens previstas».
A implementação desta estratégia durou quatro semanas e foi avaliada através do preenchimento de grelhas de observação naturalista in loco com base em critérios previamente definidos; e da análise dos Planos Individuais de Trabalho dos alunos.
Os resultados demonstram que, dado o tempo disponível, os primeiros indícios do impacto desta estratégia em grupos com as características elencadas, se revelam ao nível comportamental. Para alem disso, verificou-se uma progressiva evolução no que ao domínio A diz respeito, sendo que o envolvimento dos alunos no seu processo de ensino-aprendizagem foi aumentando ao longo do tempo.
ABSTRACT The present report emerges from the context of the subject Supervised Teaching Practice II, of the Master Degree in Teaching of the first cycle of elementary school, and of Portuguese and History and Geography of Portugal in the second cycle of elementary school; of the Escola Superior de Educação of Instituto Politécnico of Lisbon; and shows the investigation developed based on a mix methodology of collecting data; developed in the 2nd grade of a school in Alcântara. Having in consideration some characteristics of the group, especially the existence of students in different development levels (mixed-ability group), and the fact that the time spent on the «Apoio ao Estudo» (Study Support) already scheduled in the class timetable was being underused, the Autonomous Study Time (AST) was implemented. Consequently, a sample of six students was identified and a dynamic of Peer Tutoring was implemented during AST, which promoted the interaction between the students of the sample and the rest of the class. The general investigation goal was «to analyse the contribution of peer tutoring as a means to assure the participation of the students in their teaching-learning process and improve their learning»; and three different domains in the action were defined: A) «participation in the teaching-learning process»; B) «involvement in the dynamic of peer tutoring»; and C) «achievement of the planed contents of knowledge». The implementation of the strategies lasted four weeks and was evaluated by filling in naturalist observation grids in loco based on previously defined criteria; and by the analyses of the Individual Work Plans of the Students. The results showed that, given the time available, the first impact of this strategy in groups with the identified characteristics was at a behaviour level. In addition, a progressive evolution in the domain A was verified, being that the involvement of the students in their teaching-learning process increased along the time.
ABSTRACT The present report emerges from the context of the subject Supervised Teaching Practice II, of the Master Degree in Teaching of the first cycle of elementary school, and of Portuguese and History and Geography of Portugal in the second cycle of elementary school; of the Escola Superior de Educação of Instituto Politécnico of Lisbon; and shows the investigation developed based on a mix methodology of collecting data; developed in the 2nd grade of a school in Alcântara. Having in consideration some characteristics of the group, especially the existence of students in different development levels (mixed-ability group), and the fact that the time spent on the «Apoio ao Estudo» (Study Support) already scheduled in the class timetable was being underused, the Autonomous Study Time (AST) was implemented. Consequently, a sample of six students was identified and a dynamic of Peer Tutoring was implemented during AST, which promoted the interaction between the students of the sample and the rest of the class. The general investigation goal was «to analyse the contribution of peer tutoring as a means to assure the participation of the students in their teaching-learning process and improve their learning»; and three different domains in the action were defined: A) «participation in the teaching-learning process»; B) «involvement in the dynamic of peer tutoring»; and C) «achievement of the planed contents of knowledge». The implementation of the strategies lasted four weeks and was evaluated by filling in naturalist observation grids in loco based on previously defined criteria; and by the analyses of the Individual Work Plans of the Students. The results showed that, given the time available, the first impact of this strategy in groups with the identified characteristics was at a behaviour level. In addition, a progressive evolution in the domain A was verified, being that the involvement of the students in their teaching-learning process increased along the time.
Description
Relatório de Estágio realizado no âmbito da Prática de Ensino Supervisionada II e 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 Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico
Keywords
Tempo de estudo autónomo Ensino Tutorias entre pares Aprendizagem Autonomous study time Teaching Learning Peer tutoring
Citation
Miranda, I. S. M. (2018). Participação e aprendizagens no 1.º CEB: O papel das tutorias entre pares (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9655