Publicação

Relatório de estágio da prática de ensino supervisionada: da competência matemática para a competência leitora. um percurso individual e grupal

Detalhes bibliográficos
Resumo:	This document – the internship report of the Teaching of Supervised Pedagogical Practice –, consists in the presentation of the curricular internship done in Preschool Education and in Elementary School Education, having as scope the Master in Teaching Qualification in the aforementioned capabilities. The Preschool Education internship took place in a private institution, belonging to the Cooperativa Fomento de Centros de Ensino, and the Elementary School Education internship took place in a public institution ruled by the Ministry of Education. The Preschool Education internship took place in Colégio Planalto, located in Lisbon, with a group of 3 year-old children, two mornings per week through the first two semesters in the Master’s program, in 2011/2012. In this context, an institution profile was defined, as well as a profile of the group of children with whom the student enrolled in the internship where she had her practical activity. Following a predicament revealed during this internship, which got the designation of “problem”, a brief investigation took place over the mathematics approach in Preschool Education. The internship in the Elementary School Education took place in EB 1 Parque Silva Porto, located in Lisbon, with a class of Alternative Curricular Path with students enrolled in the 3rd to 4th years of the Elementary School Education four mornings per week in the third semester of the Master’s program, in 2012/2013. Similar to the Preschool Education internship, in this internship a practical briefing was elaborated, allowing the implementation of a pedagogical project themed after popular tell-tales to explore the food subject and to develop both reading and writing. For both internships a final reflexion was drawn about how they evolved, the barriers and set-backs felt along the way, how these were, or weren’t, overcome, and about the most significant learning and experiences acquired. To conclude, we follow with a succinct conclusion about the need for internships in the initial teacher’s academic curriculum.
Autores:	Santos, Fátima; Amado, Nuno
Ano:	2015
País:	Portugal
Tipo de documento:	dissertação de mestrado
Identificadores:	ID: 201879514
Tipo de acesso:	Aberto
Instituição associada:	Repositório Comum, Instituto Superior de Ciências Educativas, Repositório Comum, Instituto Superior de Educação e Ciências, Repositório Comum
Código do projeto financiado:	201879514
Idioma:	português
Origem:	Repositório Comum

Descrição
Resumo:	This document – the internship report of the Teaching of Supervised Pedagogical Practice –, consists in the presentation of the curricular internship done in Preschool Education and in Elementary School Education, having as scope the Master in Teaching Qualification in the aforementioned capabilities. The Preschool Education internship took place in a private institution, belonging to the Cooperativa Fomento de Centros de Ensino, and the Elementary School Education internship took place in a public institution ruled by the Ministry of Education. The Preschool Education internship took place in Colégio Planalto, located in Lisbon, with a group of 3 year-old children, two mornings per week through the first two semesters in the Master’s program, in 2011/2012. In this context, an institution profile was defined, as well as a profile of the group of children with whom the student enrolled in the internship where she had her practical activity. Following a predicament revealed during this internship, which got the designation of “problem”, a brief investigation took place over the mathematics approach in Preschool Education. The internship in the Elementary School Education took place in EB 1 Parque Silva Porto, located in Lisbon, with a class of Alternative Curricular Path with students enrolled in the 3rd to 4th years of the Elementary School Education four mornings per week in the third semester of the Master’s program, in 2012/2013. Similar to the Preschool Education internship, in this internship a practical briefing was elaborated, allowing the implementation of a pedagogical project themed after popular tell-tales to explore the food subject and to develop both reading and writing. For both internships a final reflexion was drawn about how they evolved, the barriers and set-backs felt along the way, how these were, or weren’t, overcome, and about the most significant learning and experiences acquired. To conclude, we follow with a succinct conclusion about the need for internships in the initial teacher’s academic curriculum.