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Abstract(s)
O presente relatório final de estágio inclui uma reflexão crítica sobre as práticas
de ensino supervisionadas vivenciadas em contexto de estágio no âmbito do Mestrado
em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e uma investigação
cuja temática surgiu do interesse pela avaliação em educação pré-escolar, enquanto
parte integrante da prática educativa, e pela utilização das Tecnologias da Informação
e Comunicação, enquanto recurso para o desenvolvimento e aprendizagem das
crianças e dos profissionais.
A realização da reflexão crítica sobre as práticas implementadas em contexto
de estágio permitiu observar uma evolução das mesmas e do conhecimento
profissional que as sustenta.
A temática do trabalho investigativo encontra-se relacionada com a avaliação
na educação pré-escolar e como esta se pode tornar um processo fulcral para o
desenvolvimento das crianças. Sendo a avaliação entendida como um meio de recolha
e interpretação de informação, destaca-se o seu caráter imprescindível no processo de
ensino-aprendizagem das crianças. Neste âmbito, optámos por nos focar nos
portfólios digitais, enquanto parte integrante da discussão sobre avaliação na
educação pré-escolar, pelo que foi possível definirmos a questão problema que nos
propusemos estudar: quais as potencialidades e constrangimentos do uso de portfólios
digitais na educação pré-escolar, na perspetiva de educadores de infância?
Em termos empíricos, a investigação foi norteada recorrendo a uma
metodologia qualitativa, em que o instrumento selecionado foi a entrevista
semiestruturada. A recolha junto de três Educadoras de Infância permitiu perceber que
perspetivas tinham sobre portfólios digitais, procurando delimitar as potencialidades e
os constrangimentos que resultam da sua potencial utilização.
The following report includes a critical reflection about supervised teaching practices in context experienced under the Master’s Degree in Early Childhood Education and Primary School Teaching and an investigation whose thematic emerged from the interest in assessment in Early Childhood Education, as an integral part of the educational practice, and in ICT for the development and learning of children and professionals. The critical reflection on the practices implemented in the practicum allowed us to observe an evolution of the professional knowledge and practical competences. The theme of the research work is related to the assessment in Early Childhood Education and how it is a key for children's development process. Assessment is understood as a process of collection and interpretation of information, essential for the teaching-learning process of children. In this context, we have chosen to focus on the digital portfolios, as part of the discussion on assessment in Early Childhood Education, so it was possible to define the question we set out to study: what are the potentials and constraints of the use of digital portfolios in Early Childhood Education, from the perspective of teachers? Empirically, the research was guided using a qualitative methodology, in which the selected instrument was the semi-structured interview. The perspective from three Early Childhood Education teachers were analyzed, seeking to delimit the possibilities and constraints that result from the use of digital portfolios in Early Childhood Education.
The following report includes a critical reflection about supervised teaching practices in context experienced under the Master’s Degree in Early Childhood Education and Primary School Teaching and an investigation whose thematic emerged from the interest in assessment in Early Childhood Education, as an integral part of the educational practice, and in ICT for the development and learning of children and professionals. The critical reflection on the practices implemented in the practicum allowed us to observe an evolution of the professional knowledge and practical competences. The theme of the research work is related to the assessment in Early Childhood Education and how it is a key for children's development process. Assessment is understood as a process of collection and interpretation of information, essential for the teaching-learning process of children. In this context, we have chosen to focus on the digital portfolios, as part of the discussion on assessment in Early Childhood Education, so it was possible to define the question we set out to study: what are the potentials and constraints of the use of digital portfolios in Early Childhood Education, from the perspective of teachers? Empirically, the research was guided using a qualitative methodology, in which the selected instrument was the semi-structured interview. The perspective from three Early Childhood Education teachers were analyzed, seeking to delimit the possibilities and constraints that result from the use of digital portfolios in Early Childhood Education.
Description
Keywords
Avaliação em Educação Pré-Escolar Portfólios Digitais Tecnologias da Informação e Comunicação Reflexão Early Childhood Education Digital Portfolios Reflection Information and Communication Technologies
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu