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O presente documento foi realizado para a unidade curricular Prática de Ensino Supervisionada do curso de Mestrado em Educação Pré-Escolar e Ensino do 1ºCiclo do Ensino Básico. A primeira parte consiste numa contextualização e reflexão da Prática de Ensino Supervisionada II, que foi concretizada numa turma do 1º Ciclo do Ensino Básico e da Prática de Ensino Supervisionada III, realizada em contexto Pré-Escolar. A segunda parte do documento remete-nos para um estudo de investigação. Deste modo, primeiramente, será feita uma descrição e reflexão relativa aos contextos onde ocorreram as Práticas de Ensino Supervisionadas e, ainda, uma análise das competências desenvolvidas nesses níveis de ensino. Por fim, será apresentado o trabalho de investigação que tem como finalidade responder à seguinte questão “ Será que a forma como é organizado o ambiente físico e os planos e rotinas numa creche onde há trabalho orientado para a certificação da qualidade difere de uma creche onde não há trabalho orientado para essa certificação?”
O relatório finda com uma conclusão geral sobre os tópicos abordados anteriormente.
ABSTRACT The present document was written as a part of the Teaching Unit Supervised Teaching Practice for the Masters' Degree in Pre-School Education and Elementary School. The first half consists in a contextualization and reflection of the teaching unit Supervised Teaching Practice II, that occurred in a class of Elementary School, and Supervised Teaching Practice III, which was in Pre-School Education. On the second half of this document we can find an investigation. Therefore, we begin by making a description and a reflection about the contexts where the supervised teaching practices took place, and also an analyses of the skills we developed on both grades. Finally, we present the investigation work that intents to answer the following question: “Does the way that physical environment, plans and routines are organized in a daycare that works towards a quality certification difers from a daycare where the work doesn`t have that same goal?” The document ends with a general conclusion about the topics formerly addressed.
ABSTRACT The present document was written as a part of the Teaching Unit Supervised Teaching Practice for the Masters' Degree in Pre-School Education and Elementary School. The first half consists in a contextualization and reflection of the teaching unit Supervised Teaching Practice II, that occurred in a class of Elementary School, and Supervised Teaching Practice III, which was in Pre-School Education. On the second half of this document we can find an investigation. Therefore, we begin by making a description and a reflection about the contexts where the supervised teaching practices took place, and also an analyses of the skills we developed on both grades. Finally, we present the investigation work that intents to answer the following question: “Does the way that physical environment, plans and routines are organized in a daycare that works towards a quality certification difers from a daycare where the work doesn`t have that same goal?” The document ends with a general conclusion about the topics formerly addressed.
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Educação Pré-Escolar Ensino do 1º Ciclo do Ensino Básico Creche Qualidade Ambiente físico Planos e Rotinas
Contexto Educativo
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Instituto Politécnico de Viseu. Escola Superior de Educação de Viseu