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Metodologia de Trabalho Projeto
| Resumo: | This report was written within the scope of the Master Course “Qualification in pre-scholar education” Thus, this report was structured with the objective of understanding the potentialities of Project Work Methodology applied in a Pre-scholar education and Nursery/Kindergarten context. With this in mind, the following questions were defined as our objectives: How is Project work characterized when in a kindergarten context?; How does teaching practices differ from this methodology and others?; How does the teacher adapts its teaching processes to the childrens’ interests?; What is the feedback given by kindergarten teachers about the advantages and constrains of using this methodology in a kindergarten situation? After having defined the questions behind the research, it was needed to switch focus on the data gathering process to answer said questions. Hence, a qualitative approach was chosen to reach the goals of this study, using interviews. Thus, ten semi-structured interviews were performed to teachers working in different institutions (nursery and kindergarten). The data gathered was analysed trough content analyses techniques. The results enabled us to verify that teachers have opinions that are close to the ones presented by the authors Dewey and Kilpatrick and by the pedagogues Vygotsky, Hernandez and Freinet, mentioning as an example, and in a general way, active learning, centred in the child and its interaction with daily life as a vital part of this methodology`s perks. In the end, and based on the teachers opinions, it’s possible to conclude that Project Work Methodology potentiates the acquisition of new competences and gives the children the opportunity to learn by themselves. As for teachers not using this methodology, they refer that children need to be helped in order to acquire new knowledge. |
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| Autores: | Almeida, Ana Patrícia |
| Assunto: | Metodologia de trabalho de projeto; Prática Pedagógica; Creche; Jardim-de-Infância. Project Work Methodology; Nursery e Kindergarten; Teaching Practices |
| Ano: | 2020 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Identificadores: | ID: 202437752 |
| Tipo de acesso: | Restrito |
| Instituição associada: | Repositório Comum, Instituto Superior de Ciências Educativas, Repositório Comum, Instituto Superior de Educação e Ciências, Repositório Comum |
| Código do projeto financiado: | 202437752 |
| Idioma: | português |
| Origem: | Repositório Comum |
| Resumo: | This report was written within the scope of the Master Course “Qualification in pre-scholar education” Thus, this report was structured with the objective of understanding the potentialities of Project Work Methodology applied in a Pre-scholar education and Nursery/Kindergarten context. With this in mind, the following questions were defined as our objectives: How is Project work characterized when in a kindergarten context?; How does teaching practices differ from this methodology and others?; How does the teacher adapts its teaching processes to the childrens’ interests?; What is the feedback given by kindergarten teachers about the advantages and constrains of using this methodology in a kindergarten situation? After having defined the questions behind the research, it was needed to switch focus on the data gathering process to answer said questions. Hence, a qualitative approach was chosen to reach the goals of this study, using interviews. Thus, ten semi-structured interviews were performed to teachers working in different institutions (nursery and kindergarten). The data gathered was analysed trough content analyses techniques. The results enabled us to verify that teachers have opinions that are close to the ones presented by the authors Dewey and Kilpatrick and by the pedagogues Vygotsky, Hernandez and Freinet, mentioning as an example, and in a general way, active learning, centred in the child and its interaction with daily life as a vital part of this methodology`s perks. In the end, and based on the teachers opinions, it’s possible to conclude that Project Work Methodology potentiates the acquisition of new competences and gives the children the opportunity to learn by themselves. As for teachers not using this methodology, they refer that children need to be helped in order to acquire new knowledge. |
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