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Este trabalho é o relatório final da Unidade Curricular de Prática de Ensino
Supervisionada e Relatório do Mestrado em Ensino de Informática, e pretende analisar de
forma reflexiva o percurso realizado neste ano destinado à inserção na prática profissional.
Primeiramente é feito um enquadramento teórico da profissão professor e da bagagem
de que um professor se deve equipar para o seu exercício, sendo abordadas cinco dimensões
de competências atribuídas à carreira docente, a saber: a dimensão de perfil geral de
desempenho, a dimensão profissional, social e ética, a dimensão de desenvolvimento do
ensino e da aprendizagem, a dimensão de participação na escola e de relação com a
comunidade e a dimensão de desenvolvimento profissional ao longo da vida.
Seguidamente é apresentado o desenvolvimento das atividades inerentes à Prática de
Ensino Supervisionada, num capítulo em que se faz a contextualização do meio envolvente da
Escola Secundária de Arganil e da turma do curso profissional atribuída e se descrevem as
atividades desenvolvidas no Agrupamento de Escolas de Arganil.
Na última parte é apresentada a investigação desenvolvida em contexto escolar, bem
como as motivações que a suscitaram. A questão de investigação é: “os alunos têm perceção
da sua pegada digital?”. Através de inquérito foram obtidas respostas sobre o tipo de
publicações, a dependência das redes sociais, as normas de privacidade utilizadas, a dimensão
social dos alunos, o acompanhamento dos pais nas redes sociais, os dados de perfil mais
utilizados, o cuidado inerente com a publicação de dados pessoais, nível de consciência
relativa à publicação da informação.
Finalmente, apresentam-se algumas conclusões.
This paper is the final report of the curricular unit de Prática de Ensino Supervisionada and, in a reflexive way, it has the intent to analyze the course taken in this year for the professional practice. First, a theoretical background of teaching of the M.Sc. course in Informatics Teaching, is made integration and it’s also described the experience that a teacher must have for his practice. For that purpose, five dimensions of competence on the teaching career are discussed, namely: general profile of performance; professional, social and ethical; teaching and learning development; participation at school and relationships with the community; and professional development throughout life. Then, it is also presented the development of activities related to Supervised Teaching Practices, including the context of the environment of the school, Escola Secundária de Arganil, as well as, the class assigned to the teacher, a professional course, and finally the activities in the Arganil group schools are described. In the final part the developed investigation in a school context is presented, along with its motivations. The investigation question is: "have the students perceptions of their digital footprint?” ”Are the students aware of their digital footprint?”. Through survey, responses were obtained about the type of publications, the addiction on social networks, the privacy rules used, the students’ social dimension, parental monitoring on social networks, the most frequent data-profile used, the inherent care on personal data publication, the awareness level on the publication of information. Finally, we present some conclusions.
This paper is the final report of the curricular unit de Prática de Ensino Supervisionada and, in a reflexive way, it has the intent to analyze the course taken in this year for the professional practice. First, a theoretical background of teaching of the M.Sc. course in Informatics Teaching, is made integration and it’s also described the experience that a teacher must have for his practice. For that purpose, five dimensions of competence on the teaching career are discussed, namely: general profile of performance; professional, social and ethical; teaching and learning development; participation at school and relationships with the community; and professional development throughout life. Then, it is also presented the development of activities related to Supervised Teaching Practices, including the context of the environment of the school, Escola Secundária de Arganil, as well as, the class assigned to the teacher, a professional course, and finally the activities in the Arganil group schools are described. In the final part the developed investigation in a school context is presented, along with its motivations. The investigation question is: "have the students perceptions of their digital footprint?” ”Are the students aware of their digital footprint?”. Through survey, responses were obtained about the type of publications, the addiction on social networks, the privacy rules used, the students’ social dimension, parental monitoring on social networks, the most frequent data-profile used, the inherent care on personal data publication, the awareness level on the publication of information. Finally, we present some conclusions.
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Prática docente Competências para docência TIC Pegada digital Teaching practice Skills for teaching ICT Digital footprint