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Advisor(s)
Abstract(s)
Resumo
O presente relatório final de estágio foi elaborado no âmbito do Mestrado em
Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico e inclui duas partes
distintas.
A primeira parte incide numa reflexão crítica sobre as Práticas de Ensino
Supervisionadas, no segundo e terceiro semestre desta unidade curricular. Esta
reflexão abarca a caraterização dos contextos, a análise das práticas concretizadas e
a análise das competências e conhecimentos profissionais desenvolvidas durante o
percurso da Prática de Ensino.
Na segunda parte do trabalho, efetuámos uma investigação, tendo como instrumento
de recolha de dados, o inquérito por entrevista, que se enquadra no âmbito do
paradigma qualitativo. Foi elaborado um guião de entrevista semiestruturado, tendo
por objetivo conhecer, analisar e compreender as perspetivas dos futuros professores
do 1º CEB relativamente ao desempenho académico de crianças institucionalizadas.
O estudo teve como amostra um total de 10 alunos do curso de Mestrado em
Educação Pré-escolar e Ensino do 1º CEB, sendo que os 10 alunos eram do sexo
feminino com idades compreendidas entre os 22 e os 42 anos.
Os resultados permitiram concluir que, para os futuros professores do 1º Ciclo do
Ensino Básico, fatores relacionados com as carências afetivas, psicológicas,
emocionais, familiares e ainda a singularidade de cada criança são aspetos
condicionantes que provocam diferenças acerca do desempenho escolar entre
crianças institucionalizadas e crianças em contexto familiar. Relativamente às
dificuldades sentidas em relação às áreas de conteúdo, as conclusões recolhidas
incidem em duas áreas, a de Português e em nenhuma área. Em torno das razões das
dificuldades evidenciaram-se as vivências e história/experiências de vida de cada uma
das crianças institucionalizadas.
Por último, no que diz respeito a estratégias de ensino salientaram-se as estratégias
gerais de intervenção de acordo com as necessidades da criança.
Abstract This final probation report was prepared as part of the Masters in Preschool Education and Teaching of the 1st cycle of basic education and includes two distinct parts. The first part focuses on a critical reflection on the Supervised Practice Teaching in the second and third semester of this course. This reflection encompasses the characterization of contexts, analysis of the implemented practices and analysis of professional skills and knowledge developed during the course of Teaching Practice. In the second part of the work we performed an investigation and as an instrument of data collection, the interview survey, which falls within the qualitative paradigm. A guide for semi-structured interview, aiming to meet, analyze and understand the perspectives of future teachers of the 1st CEB for the academic performance of institutionalized children was drawn. The study sampled a total of 10 students of Master in Pre School Education and Teaching 1st CEB, and the 10 students were female aged between 22 and 42 years. The results showed that for the future teachers of the 1st cycle of basic education, factors related to the emotional, psychological, emotional, family needs and also the uniqueness of each child are aspects about conditions that cause differences in school performance between children in care and children in the family context. Regarding the difficulties in relation to the content areas, the conclusions drawn relate to two areas, that of Portuguese and in any area. Around the reasons for the difficulties evidencedup experiences and history / life experiences of each of the institutionalized children. Finally, with regard to teaching strategies pointed up the general intervention strategies according to the needs of the child.
Abstract This final probation report was prepared as part of the Masters in Preschool Education and Teaching of the 1st cycle of basic education and includes two distinct parts. The first part focuses on a critical reflection on the Supervised Practice Teaching in the second and third semester of this course. This reflection encompasses the characterization of contexts, analysis of the implemented practices and analysis of professional skills and knowledge developed during the course of Teaching Practice. In the second part of the work we performed an investigation and as an instrument of data collection, the interview survey, which falls within the qualitative paradigm. A guide for semi-structured interview, aiming to meet, analyze and understand the perspectives of future teachers of the 1st CEB for the academic performance of institutionalized children was drawn. The study sampled a total of 10 students of Master in Pre School Education and Teaching 1st CEB, and the 10 students were female aged between 22 and 42 years. The results showed that for the future teachers of the 1st cycle of basic education, factors related to the emotional, psychological, emotional, family needs and also the uniqueness of each child are aspects about conditions that cause differences in school performance between children in care and children in the family context. Regarding the difficulties in relation to the content areas, the conclusions drawn relate to two areas, that of Portuguese and in any area. Around the reasons for the difficulties evidencedup experiences and history / life experiences of each of the institutionalized children. Finally, with regard to teaching strategies pointed up the general intervention strategies according to the needs of the child.
Description
Keywords
Institucionalização; ; ;; Desempenho Aprendizagem Criança Desenvolvimento Institutionalization Performance Learning Child Development
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu