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A Relação Pedagógica na Educação Pré-Escolar e 1.º Ciclo percecionada por futuros professores
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Abstract(s)
O presente relatório apresenta uma apreciação crítica dos estágios desenvolvidos ao longo do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, no âmbito da unidade curricular Prática de Ensino Supervisionada na Educação PréEscolar e no 1.º Ciclo do Ensino Básico, com uma forte sustentação através dos Padrões de Desempenho Docente. Na Parte II expomos o nosso trabalho de investigação “Relação Pedagógica na Educação Pré-Escolar e 1.º Ciclo percecionada por futuros professores”, tendo como principais objetivos: i)Compreender as perceções dos estagiários sobre a importância da relação pedagógica na EPE e no 1.º CEB; ii) Comparar as perceções dos futuros educadores/professores sobre a importância da relação pedagógica na EPE e no 1.º CEB; iii) Saber quais as perceções dos estagiários sobre a influência da relação pedagógica no processo de ensino-aprendizagem; iv) Aferir da relevância da relação afetiva/afetividade entre o educador/professor e a criança/aluno; v) Conhecer as principais vivências no estágio pedagógico que possibilitam um melhor entendimento da importância da relação pedagógica na EPE e no 1.º CEB; vi) Identificar algumas atividades que potenciam a relação pedagógica na EPE e no 1.º CEB. De modo a conseguirmos dar resposta à nossa questão problema “Quais as perceções dos estagiários que frequentam um curso de Mestrado de Formação de Professores sobre a importância da relação pedagógica na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico?”, numa primeira parte apresentaremos uma revisão da literatura sobre o tema em questão, de seguida iremos explanar o nosso estudo a partir de uma abordagem qualitativa, em que para a recolha de dados foi utilizada a entrevista a alunos que estão a concluir ou já concluíram um curso de Formação de Professores, de modo, a compreendermos de que modo é que a relação pedagógica é vista e qual a importância que detém na vida profissional destes.
This report presents a critical assessment of the internships developed throughout the Master's Degree in Pre-School Education and Teaching in the 1st Cycle of Basic Education, within the scope of the curricular unit Supervised Teaching Practice in PreSchool Education and in the 1st Cycle of Education Basic, with strong support through the Teaching Performance Standards. In Part II we present our research work “Pedagogical Relationship in Pre-School and 1st Cycle Education as perceived by future teachers”, with the main objectives: i) Understanding trainees’ perceptions of the importance of the pedagogical relationship in EPE and in 1st CEB; ii) Compare the perceptions of future educators/teachers about the importance of the pedagogical relationship in EPE and 1st CEB; iii) Know the trainees’ perceptions of the influence of the pedagogical relationship on the teaching-learning process; iv) Assess the relevance of the affective relationship between the educator/teacher and the child/student; v) Know the main experiences in the pedagogical internship that enable a better understanding of the importance of the pedagogical relationship in EPE and in the 1st CEB; vi) Identify some activities that enhance the pedagogical relationship in EPE and the 1st CEB. In order to be able to answer our problem question “What are the perceptions of interns who attend a Master's Degree in Teacher Training about the importance of the pedagogical relationship in Pre-School Education and the 1st Cycle of Basic Education?”, in a first part we will present a review of the literature on the topic in question, then we will explain our study from a qualitative approach, in which data collection was used to interview students who are completing or have already completed a course of study. Teacher Training, in order to understand how the pedagogical relationship is seen and what importance it has in their professional lives.
This report presents a critical assessment of the internships developed throughout the Master's Degree in Pre-School Education and Teaching in the 1st Cycle of Basic Education, within the scope of the curricular unit Supervised Teaching Practice in PreSchool Education and in the 1st Cycle of Education Basic, with strong support through the Teaching Performance Standards. In Part II we present our research work “Pedagogical Relationship in Pre-School and 1st Cycle Education as perceived by future teachers”, with the main objectives: i) Understanding trainees’ perceptions of the importance of the pedagogical relationship in EPE and in 1st CEB; ii) Compare the perceptions of future educators/teachers about the importance of the pedagogical relationship in EPE and 1st CEB; iii) Know the trainees’ perceptions of the influence of the pedagogical relationship on the teaching-learning process; iv) Assess the relevance of the affective relationship between the educator/teacher and the child/student; v) Know the main experiences in the pedagogical internship that enable a better understanding of the importance of the pedagogical relationship in EPE and in the 1st CEB; vi) Identify some activities that enhance the pedagogical relationship in EPE and the 1st CEB. In order to be able to answer our problem question “What are the perceptions of interns who attend a Master's Degree in Teacher Training about the importance of the pedagogical relationship in Pre-School Education and the 1st Cycle of Basic Education?”, in a first part we will present a review of the literature on the topic in question, then we will explain our study from a qualitative approach, in which data collection was used to interview students who are completing or have already completed a course of study. Teacher Training, in order to understand how the pedagogical relationship is seen and what importance it has in their professional lives.
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Keywords
Relação pedagógica prática de ensino supervisionada Educação Pré-Escolar 1.º Ciclo do Ensino Básico afetividade processo ensino-aprendizagem Pedagogical relationship supervised teaching practice Pre-School Education 1st Cycle of Basic Education affectivity teaching-learning process