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Abstract(s)
Na reta final do curso de Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico (CEB) é-nos requerido um Relatório Final que complementa a unidade curricular de Prática de Ensino Supervisionada. Este está dividido em duas partes: na parte inicial foi feita uma análise e uma reflexão sobre o trabalho desenvolvido ao longo das Práticas de Ensino Supervisionadas, durante três semestres e em dois níveis de ensino. Ao longo desta experiência tivemos a oportunidade de aplicar diferentes estratégias de ensino, com a finalidade de ir ao encontro dos diferentes ritmos de trabalho e aprendizagens de cada criança.
A segunda parte deste relatório apresenta o estudo empírico que tem por base uma das estratégias de ensino: visitas de estudo. Com esta investigação pretendemos perscrutar as ações que envolvem a visita de estudo, nomeadamente aspetos que se prendem com a sua preparação e atividades realizadas. Assim, pretendemos conhecer as perceções dos professores sobre as visitas, bem como a forma como desenvolvem atividades neste contexto.
Para este trabalho utilizámos uma metodologia quantitativa complementada com uma metodologia qualitativa e os dados foram recolhidos através de questionários distribuídos em papel nas escolas e de entrevistas gravadas.
Este estudo foi desenvolvido no Concelho de Esposende, Distrito de Braga; 47 professores responderam aos questionários e 5 concordaram em participar nas entrevistas
At the conclusion of the Master’s degree in Preschool and Primary Education, a final report is required which complements the Supervised Teaching Practice unit. This is divided in two parts: the first part, comprises an analysis and a reflection on the work developed in the Supervised Teaching Practice unit for three semesters in two education levels. Throughout this experience, we had the opportunity to apply different teaching strategies adapted to the different work and learning rhythms of the children. The second part of this reports focuses on the empirical study that grounds one of the teaching strategies: field trips. In this study, we intend to investigate the actions associated with field trips, namely aspects related to their preparation and activities performed. Therefore, we aim to understand the perception of the teachers on field trips, particularly aspects related to the opinion of teachers on the field trips, as well as the strategies used to perform activities in this context. In this study, we used a quantitative methodology complemented with a qualitative methodology and data was acquired through questionnaires distributed in paper in schools and recorded interviews. This study was developed in the Conty Esposende, District Braga; 47 teachers answered the questionnaires and 5 agreed to participate in the interviews.
At the conclusion of the Master’s degree in Preschool and Primary Education, a final report is required which complements the Supervised Teaching Practice unit. This is divided in two parts: the first part, comprises an analysis and a reflection on the work developed in the Supervised Teaching Practice unit for three semesters in two education levels. Throughout this experience, we had the opportunity to apply different teaching strategies adapted to the different work and learning rhythms of the children. The second part of this reports focuses on the empirical study that grounds one of the teaching strategies: field trips. In this study, we intend to investigate the actions associated with field trips, namely aspects related to their preparation and activities performed. Therefore, we aim to understand the perception of the teachers on field trips, particularly aspects related to the opinion of teachers on the field trips, as well as the strategies used to perform activities in this context. In this study, we used a quantitative methodology complemented with a qualitative methodology and data was acquired through questionnaires distributed in paper in schools and recorded interviews. This study was developed in the Conty Esposende, District Braga; 47 teachers answered the questionnaires and 5 agreed to participate in the interviews.
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Keywords
1.º Ciclo do Ensino Básico perspetiva dos professores visitas de estudo 1.º ciclo pus primary education field trips teacher’s perspectives