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Abstract(s)
Este Relatório Final da Prática de Ensino Supervisionada assenta numa contínua e
ponderada reflexão efetuada em contexto pedagógico e pretende aferir a relevância da
motivação dos alunos no processo de ensino-aprendizagem, tendo por base metodologias,
estratégias e recursos que potenciem o envolvimento dos discentes na disciplina e promovam a
aprendizagem. Para esse desiderato foi tido em conta o itinerário pedagógico desenvolvido na
Unidade Letiva 2, «As Religiões», constante no programa de Educação Moral e Religiosa
Católica para o 7.º ano de escolaridade. No seguimento desse itinerário, num último capítulo é
realizada, de forma meramente exploratória, a análise comparativa dos resultados de
aprendizagem entre a turma onde decorreu a Prática de Ensino Supervisionada e outra turma de
7.º ano da mesma escola, tentando, com todos os condicionalismos inerentes, perceber o
impacto de um ensino motivador, centrado no aluno, comparativamente a um ensino mais
direcionado e centrado no professor.
This Final Report of the Supervised Teaching Practice is based on a continuous and considered reflection carried out in a pedagogical context and aims to assess the relevance of students' motivation in the teaching-learning process, based on methodologies, strategies and resources that enhance the involvement of students in the subject and promote learning. For this purpose, the pedagogical itinerary developed in Unit 2, «Religions», included in the syllabus of Catholic Moral and Religious Education for the 7th grade, was taken into account. Following this itinerary, in the last chapter, a comparative analysis of the learning results between the class where the Supervised Teaching Practice took place and another 7th grade class from the same school is carried out, attempting, despite all the inherent constraints, to understand the impact of a motivating, student centered learning environment versus a more teacher centered one.
This Final Report of the Supervised Teaching Practice is based on a continuous and considered reflection carried out in a pedagogical context and aims to assess the relevance of students' motivation in the teaching-learning process, based on methodologies, strategies and resources that enhance the involvement of students in the subject and promote learning. For this purpose, the pedagogical itinerary developed in Unit 2, «Religions», included in the syllabus of Catholic Moral and Religious Education for the 7th grade, was taken into account. Following this itinerary, in the last chapter, a comparative analysis of the learning results between the class where the Supervised Teaching Practice took place and another 7th grade class from the same school is carried out, attempting, despite all the inherent constraints, to understand the impact of a motivating, student centered learning environment versus a more teacher centered one.
Description
Keywords
Motivação Aprendizagem Ensino Estratégias de ensino Recursos educativos Aprendizagem cooperativa Sucesso escolar EMRC Religiões Motivation Learning Teaching Teaching strategies Educational resources Cooperative learning Academic success EMRC (Catholic Moral and Religious Education) Religions