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Advisor(s)
Abstract(s)
O presente relatório desenvolve-se no âmbito da Unidade Curricular 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.
A finalidade deste relatório é a descrição analítica e reflexiva de um período de
observação, intervenção, e avaliação pedagógica – no contexto do 2.º Ciclo do Ensino
Básico – e a apresentação de um estudo de investigação.
O projeto de investigação intitulada “os trabalhos para casa e a sua contribuição
para o desenvolvimento dos processos de autorregulação nos alunos do 1.º CEB”, visa
identificar quais as estratégias de diferenciação pedagógica e seleção dos TPC;
perceber de que forma é que os TPC se enquadram nas estratégias usadas pelos
professores para a promoção da autorregulação dos alunos; perceber quais são as
conceções, hábitos e dificuldades que os alunos apresentam na realização dos TPC.
Para o efeito recorrer-se-ia a uma metodologia mista, privilegiando o questionário e a
entrevista como técnicas de recolha de dados.
Os TPC podem ser uma estratégia na promoção dos processos de
autorregulação dos alunos, uma vez que têm de gerir o seu trabalho, o tempo e os
recursos que dispõem para o fazer. No entanto, para que a autorregulação seja
desenvolvida, pressupõem-se que os alunos assumam um papel ativo no seu processo
de ensino-aprendizagem. Neste sentido, os professores devem desenvolver uma prática
centrada no aluno e ter em consideração as suas características individuais, de forma a
que este participe ativamente na gestão do seu trabalho. Assim, o aluno, com a ajuda
do professor, deve planificar o seu trabalho, reunir todos os recursos necessários para
o fazer, identificar os objetivos das tarefas que realiza e avaliar o seu desenvolvimento.
ABSTRACT The present report is developed in the extent of the Curricular Unit of Supervised Teaching Practice II, integrated with the study plan of the Master’s in Teaching of the 1st Cycle of Elementary Education 2nd Cycle of Mathematics and Natural Sciences. This report pretends to analytically describe and reflect throughout observations, intervention, and pedagogical evaluation - in the context of the 2nd Cycle of Basic Education - and the presentation of a research study aimed at the 1st Cycle. The investigation project entitled "The homework and their contribution to the development of the process of self-regulation in elementary schools students", aims at identifying which are the strategies of pedagogical differentiation as well as the teacher’s selection of homework assignment; understanding in which way do homework assignments fit in the strategies used by teachers for the promotion of students’ autoregulation; understanding the conceptions, habits, and difficulties that students face while doing their homework. For this purpose, we use of a mixed-methods methodology, privileging the questionnaire, and the interview as techniques to collect data. The homework assignments might be a good strategy to promote the student's self-regulation processes since they must manage the workload, the time, and the resources to accomplish the tasks. However, to develop the autoregulation, there is the assumption that students engage in an active role in the teaching-learning process. With that said, teachers should develop a student-centered practice and have in mind their characteristics for them to achieve active engagement with their workload management. Thus, with the help of the teacher, the student must plan his work, gather all the resources needed to accomplish it, identify the goals for each task, and evaluate its development.
ABSTRACT The present report is developed in the extent of the Curricular Unit of Supervised Teaching Practice II, integrated with the study plan of the Master’s in Teaching of the 1st Cycle of Elementary Education 2nd Cycle of Mathematics and Natural Sciences. This report pretends to analytically describe and reflect throughout observations, intervention, and pedagogical evaluation - in the context of the 2nd Cycle of Basic Education - and the presentation of a research study aimed at the 1st Cycle. The investigation project entitled "The homework and their contribution to the development of the process of self-regulation in elementary schools students", aims at identifying which are the strategies of pedagogical differentiation as well as the teacher’s selection of homework assignment; understanding in which way do homework assignments fit in the strategies used by teachers for the promotion of students’ autoregulation; understanding the conceptions, habits, and difficulties that students face while doing their homework. For this purpose, we use of a mixed-methods methodology, privileging the questionnaire, and the interview as techniques to collect data. The homework assignments might be a good strategy to promote the student's self-regulation processes since they must manage the workload, the time, and the resources to accomplish the tasks. However, to develop the autoregulation, there is the assumption that students engage in an active role in the teaching-learning process. With that said, teachers should develop a student-centered practice and have in mind their characteristics for them to achieve active engagement with their workload management. Thus, with the help of the teacher, the student must plan his work, gather all the resources needed to accomplish it, identify the goals for each task, and evaluate its development.
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 Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Keywords
1.º ciclo do ensino básico Diferenciação pedagógica Trabalho para casa Autorregulação da aprendizagem Homework Self-regulation of learning Pedagogical differentiation 1st cycle of basic education
Citation
Fernandes, S. P. R. (2019). Os trabalhos para casa e a sua contribuição para o desenvolvimento dos processos de autorregulação nos alunos do 1º CEB (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/13010
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa