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Advisor(s)
Abstract(s)
O presente Relatório Final de Estágio tem como objetivo a análise e reflexão das
práticas e dos percursos de aprendizagem desenvolvidos ao longo do Mestrado em
Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e encontra-se dividido em
duas partes. Na primeira, apresentamos uma reflexão crítica sobre a Prática de Ensino
Supervisionada que efetuámos ao longo do segundo e do terceiro semestres do
mestrado e, na segunda parte, expomos um estudo empírico que pretende averiguar
em que medida a avaliação das competências cooperativas influencia o funcionamento
do trabalho de grupo no 1.º Ciclo do Ensino Básico (CEB). Para o efeito, foram utilizados
materiais construídos para apoio ao estágio, textos de autores de referência, legislação
em vigor, notas reflexivas acerca da experiência com supervisores institucionais e
orientadores cooperantes, tudo isto com a intenção de efetuarmos uma reflexão sobre
as práticas em contexto, sobre a metodologia de trabalho de grupo e sobre a relevância
da avaliação das competências cooperativas no 1.º CEB. Em termos empíricos,
realizámos uma investigação-ação, que visa melhorar as competências cooperativas
dos alunos tendo em vista o incremento do trabalho de grupo. O problema surgiu em
contexto de sala de aula e para a sua resolução foram planeadas diversas ações
educativas, assim como desenvolvidas estratégias de trabalho. Como instrumentos de
recolha de dados, recorremos à entrevista, bem como a grelhas de avaliação. Estes
foram elaborados para o efeito, e aplicados numa turma a frequentar o 2.º ano de
escolaridade do 1.º CEB numa escola do concelho de Viseu. Os dados obtidos permitem
concluir que a avaliação das competências cooperativas ajuda os alunos a
compreenderem a importância das competências sociais quando interagem com o
“outro” e, assim, melhorar o seu relacionamento aquando da realização de trabalhos de
grupo.
The present Internship Final Report has as a goal, the analysis and reflection of apprenticeship practice and background, developed through Pre-School and Primary Education Master Degree. Its foundations settles in two parts: the first one shows a critical analysis over the Supervised Teaching Practice we've made through Master's second and third semesters; and in the second part we expose an empirical study, which aims to determine at what extend cooperative competences evaluation may influence the performance of group work in Primary Education. For this purpose, we gathered tools elaborated to support the internship, such as texts of recognized authors; current legislation; reflexive notes on the experience with institutional supervisors and cooperative experts. We focused on the reflection about practice in context, about group work methodology and the major importance of cooperative competences evaluation on Primary Education. Empirically saying, we created an action investigation plan, which pursues the improvement of students cooperative competences, bearing in mind, the need of group work increase. The issue came up in class room context, and we planned several educational activities, as well as group strategies, in order to manage a solution. To pick up data, we elaborated interviews and evaluation grids, we then apply the obtained information into a second class Primary Education in Viseu. The feedback we had allowed us to realize that cooperative competence evaluation helps students to understand the importance of social competences, when interacting with the "other", and therefore to improve their relationship when in group work cooperation.
The present Internship Final Report has as a goal, the analysis and reflection of apprenticeship practice and background, developed through Pre-School and Primary Education Master Degree. Its foundations settles in two parts: the first one shows a critical analysis over the Supervised Teaching Practice we've made through Master's second and third semesters; and in the second part we expose an empirical study, which aims to determine at what extend cooperative competences evaluation may influence the performance of group work in Primary Education. For this purpose, we gathered tools elaborated to support the internship, such as texts of recognized authors; current legislation; reflexive notes on the experience with institutional supervisors and cooperative experts. We focused on the reflection about practice in context, about group work methodology and the major importance of cooperative competences evaluation on Primary Education. Empirically saying, we created an action investigation plan, which pursues the improvement of students cooperative competences, bearing in mind, the need of group work increase. The issue came up in class room context, and we planned several educational activities, as well as group strategies, in order to manage a solution. To pick up data, we elaborated interviews and evaluation grids, we then apply the obtained information into a second class Primary Education in Viseu. The feedback we had allowed us to realize that cooperative competence evaluation helps students to understand the importance of social competences, when interacting with the "other", and therefore to improve their relationship when in group work cooperation.
Description
Keywords
Prática de Ensino Supervisionada Educação Pré-escolar 1.º Ciclo do Ensino Básico Avaliação Aprendizagem cooperativa Trabalho de grupo Supervised Teaching Practice Pre-School Education Primary Education Cooperative competence evaluation Group work
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu