Orientador(es)
Resumo(s)
O querer ser professor para muitos desenvolve-se desde criança e consolida-se numa idade de maior maturação, para outros e para nós o desejo e gosto pela docência nasce de uma primeira experiência no ensino, e anterior a este percurso de formação. Assim, este relatório foi elaborado no âmbito da Prática de Ensino Supervisionada do Mestrado em Ensino de Informática da Faculdade de Ciências Sociais da Universidade Católica Portuguesa. Ele reflete o nosso percurso de formação, as reflexões sobre os desafios e projetos vivenciados na prática letiva e não letiva desempenhada no contexto da Escola EB 2,3 André Soares.
Integra três componentes fundamentais: uma relacionada com o referencial conceptual da prática de ensino e aprendizagem e projetos desenvolvidos; outra com a prática profissional, e uma última, complementar da nossa formação integral respeitante à investigação em contexto de trabalho. Inclui-se nestes capítulos as nossas experiências do Ensino Supervisionado, os projetos de complemento da ação educativa por nós dinamizados e, por fim, a investigação sobre o tema “as representações de professores do 3º ciclo sobre o uso das TIC na prática letiva”, que nos possibilitou concluir que de forma geral as Tecnologias da Informação e Comunicação são ainda um recurso pouco integrado na prática letiva dos docentes. Em modo específico, concluímos também que a sua prática é maioritariamente sustentada por recursos associados à velha pedagogia, é exemplo o PowerPoint. O uso de plataformas e-learning e recursos associados à web 2.0 que favoreçam a partilha, colaboração, bem como, que permitam ao aluno cumprir o seu papel de ativo na obtenção de conhecimento/aprendizagem, são pouco ou nunca utilizados.
The willing to be a teacher is developed for many since childhood and is strengthened in an older stage, to others and to us the desire and love of teaching comes from a first experience in the classroom, and prior to the training course. Thus, this thesis was conducted under the scope of Supervised Teaching Practice of the Masters in Education from the Faculty of Social Sciences of the Portuguese Catholic University. It reflects our training course, the reflections on the challenges and projects experienced during the academic and non-academic teaching practice performed in the context of the Escola EB 2,3 André Soares. It has three main components: one related to the conceptual framework of the practice of teaching and learning and developed projects; another with the professional practice and one last, that complements our comprehensive training and is over the research work context. Included in these chapters are our experiences of Supervised Teaching, the projects for the educational sessions given for us and finally, the research on "the representation of 3rd cycle teachers on the use of Technologies of Information and Communication in the practice of teaching " which enabled us to conclude that in general ICT is still a feature poorly integrated into the teaching practice. In a specific way, we also concluded that their practice is mostly sustained by the resources associated with old pedagogy, an example is PowerPoint. The use of e-learning platforms and resources associated with web 2.0 that encourage sharing, collaboration, enabling the student to fulfill their active role in the acquirement of knowledge / learning, are rarely or never used.
The willing to be a teacher is developed for many since childhood and is strengthened in an older stage, to others and to us the desire and love of teaching comes from a first experience in the classroom, and prior to the training course. Thus, this thesis was conducted under the scope of Supervised Teaching Practice of the Masters in Education from the Faculty of Social Sciences of the Portuguese Catholic University. It reflects our training course, the reflections on the challenges and projects experienced during the academic and non-academic teaching practice performed in the context of the Escola EB 2,3 André Soares. It has three main components: one related to the conceptual framework of the practice of teaching and learning and developed projects; another with the professional practice and one last, that complements our comprehensive training and is over the research work context. Included in these chapters are our experiences of Supervised Teaching, the projects for the educational sessions given for us and finally, the research on "the representation of 3rd cycle teachers on the use of Technologies of Information and Communication in the practice of teaching " which enabled us to conclude that in general ICT is still a feature poorly integrated into the teaching practice. In a specific way, we also concluded that their practice is mostly sustained by the resources associated with old pedagogy, an example is PowerPoint. The use of e-learning platforms and resources associated with web 2.0 that encourage sharing, collaboration, enabling the student to fulfill their active role in the acquirement of knowledge / learning, are rarely or never used.
Descrição
Palavras-chave
Aprendizagem Competências Tecnologias da Informação e Comunicação Professor Teaching Learning Skills Technologies of Information and Communication Teacher