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Abstract(s)
O relatório é realizado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico. O presente trabalho organiza-se em duas partes. Na primeira parte descreve-se e analisa-se reflexivamente o período de observação, intervenção e avaliação pedagógica, desenvolvido na Prática de Ensino Supervisionada II, no 1.º e no 2.º Ciclo do Ensino Básico. Na segunda parte apresenta-se um estudo empírico, subordinado ao tema competências socio-emocionais em educação. Este estudo tem como finalidade estudar as representações e as práticas que os professores e estudantes finalistas dos mestrados profissionalizantes em 1.º e 2.º CEB afirmam ter sobre as competências socio-emocionais dos alunos. A metodologia utilizada foi de natureza qualitativa e as técnicas de recolha de dados mobilizadas consistiram na entrevista semiestruturada e focus group. Em conformidade, os dados recolhidos foram tratados com recurso à análise de conteúdo. Os resultados do estudo possibilitaram identificar as perceções e as práticas dos professores de 1.º CEB e dos estudantes finalistas dos mestrados profissionalizantes em 1.º e 2.º CEB da ESELx sobre as competências socio-emocionais dos alunos, bem como revelar as aprendizagens efetuadas durante a formação inicial de professores no sentido de desenvolver estas competências nos alunos. O estudo empírico permitiu ainda desenvolver competências fundamentais para um desempenho profissional pleno, designadamente o questionamento da realidade e o pensamento crítico sobre a ação pedagógica.
The report is carried out within the scope of the Curricular Unit of Supervised Teaching Practice II, of the Master's in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. This work is organized in two parts. The first part describes and analyzes the period of reflective observation, intervention and basic pedagogical assessment, developed in the Supervised Teaching Practice II, in the 1st and 2nd cycle of Basic Teaching. In the second part, an empirical study is presented, under the theme socio-emotional competences in education. The purpose of this study is to study the representations and practices that teachers and final year students of professional masters in 1st and 2nd CEB claim to have on students' socio-emotional competences. The methodology used was qualitative in nature and the data collection techniques used consisted of a semi-structured interview and a focus group. Accordingly, the data collected were processed using content analysis. The results of the study made it possible to identify the perceptions and practices of the teachers of the 1st CEB and the finalist students of the professional master's in the 1st and 2nd CEB of ESELx on the socio-emotional competences of the students, as well as to reveal the learnings carried out during initial teacher training in order to develop these competences in students. The empirical study also allowed the development of fundamental competences for a full professional performance, namely the questioning of reality and critical thinking about pedagogical action.
The report is carried out within the scope of the Curricular Unit of Supervised Teaching Practice II, of the Master's in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. This work is organized in two parts. The first part describes and analyzes the period of reflective observation, intervention and basic pedagogical assessment, developed in the Supervised Teaching Practice II, in the 1st and 2nd cycle of Basic Teaching. In the second part, an empirical study is presented, under the theme socio-emotional competences in education. The purpose of this study is to study the representations and practices that teachers and final year students of professional masters in 1st and 2nd CEB claim to have on students' socio-emotional competences. The methodology used was qualitative in nature and the data collection techniques used consisted of a semi-structured interview and a focus group. Accordingly, the data collected were processed using content analysis. The results of the study made it possible to identify the perceptions and practices of the teachers of the 1st CEB and the finalist students of the professional master's in the 1st and 2nd CEB of ESELx on the socio-emotional competences of the students, as well as to reveal the learnings carried out during initial teacher training in order to develop these competences in students. The empirical study also allowed the development of fundamental competences for a full professional performance, namely the questioning of reality and critical thinking about pedagogical action.
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 da Natureza
no 2.º Ciclo do Ensino Básico
Keywords
Competências socio-emocionais 1.º e 2.º Ciclo ensino básico Formação Inicial Saber Profissional Socio-emotional competences 1st and 2nd cycle basic education
Citation
Ramos, S. M. A. (2022). Representações e práticas que os professores e estudantes finalistas dos mestrados profissionalizantes em 1.º e 2.º CEB afirmam ter sobre as competências socio-emocionais nos alunos (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15867