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Abstract(s)
O presente estudo teve como principal finalidade explorar a temática da
supervisão pedagógica no âmbito do ensino precoce da língua inglesa em contextos
de educação pré-escolar. Nesse sentido, foi feito um estudo exploratório, enquadrado
num paradigma qualitativo, tendo sido realizadas observações de aulas de Inglês
lecionadas a dois grupos de crianças de 4 e 5 anos, num jardim-escola de Viseu.
A investigação baseou-se na pesquisa documental e recorreu à observação
naturalista e sistemática, a notas de campo e a um diário de bordo. Uma vez
concluídas as observações, foi feita uma análise comparativa dos diversos aspetos
observados no decorrer das aulas de ambos os grupos, bem como das principais
estratégias utilizadas quanto ao ensino do inglês como língua estrangeira a crianças
desta faixa etária, para assim definir, na ausência de práticas pedagógicas
supervisivas a este nível de ensino, possíveis linhas orientadoras que possam vir a
ajudar os professores de Inglês no que respeita ao ensino precoce desta língua em
contextos pré-escolares.
This study aimed primarily at exploring the theme of pedagogical supervision concerning the early teaching of the English language in pre-school education contexts. With this purpose, an exploratory study was undertaken, within a qualitative paradigm, in the course of which observations of English lessons taught to two groups of 4 and 5 year-olds were accomplished, in a nursery school in Viseu. The project was based on documental research and it made use of naturalistic and systematic observation, field notes and a logbook. Once the observations were concluded, a comparative analysis was done, focusing on the several aspects observed during the lessons of both groups and on the main strategies employed as far as the teaching of English as a foreign language to very young learners is concerned, in order to define, in the absence of supervisory teaching practices at this school level, possible guidelines capable of helping teachers of English concerning the early teaching of this language in pre-school contexts.
This study aimed primarily at exploring the theme of pedagogical supervision concerning the early teaching of the English language in pre-school education contexts. With this purpose, an exploratory study was undertaken, within a qualitative paradigm, in the course of which observations of English lessons taught to two groups of 4 and 5 year-olds were accomplished, in a nursery school in Viseu. The project was based on documental research and it made use of naturalistic and systematic observation, field notes and a logbook. Once the observations were concluded, a comparative analysis was done, focusing on the several aspects observed during the lessons of both groups and on the main strategies employed as far as the teaching of English as a foreign language to very young learners is concerned, in order to define, in the absence of supervisory teaching practices at this school level, possible guidelines capable of helping teachers of English concerning the early teaching of this language in pre-school contexts.
Description
Keywords
supervisão pedagógica contextos pré-escolares ensino precoce de Inglês linhas orientadoras pedagogical supervision pre-school contexts early teaching of English guidelines
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu