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Advisor(s)
Abstract(s)
O meu relatório reflexivo teoricamente fundamentado começou a ser pensado em meados de 2012. Surgiu a partir da minha necessidade de validar, através da reflexão, o meu dia-a-dia como professora do ensino secundário, passado e futuro. A criação do texto sofreu progressivas alterações até ao produto final, que agora apresento, e visa analisar três momentos da minha vivência, como professora do ensino secundário, que considero terem sido muito significativos e enriquecedores no meu percurso de vida profissional e pessoal.
As vivências relatadas e analisadas ocorreram num intervalo de tempo alargado, de 1999 a 2011, havendo a necessidade de enquadrá-las no contexto político educativo global devido à sua complexidade. Neste texto encontram-se narrações das minhas experiências enquanto Presidente de um Conselho Executivo, no papel de formadora na área da Matemática e como elemento de uma estrutura de gestão intermédia, o Conselho de Coordenadoras de Departamento Curricular. A reflexão produzida desencadeou um estudo cuidado, que ajudou na interpretação e análise, à luz de quadros teóricos das Ciências da Educação, emergindo destas, algumas dimensões transversais dos papéis desempenhados como a supervisão, a colaboração e a construção do conhecimento profissional, sustentados na capacidade do relacionamento interpessoal.
Este exercício impôs-me disciplina e trabalho, qualidades que geralmente exijo aos meus alunos. Foi, também, por eles que o realizei. Para me conhecer melhor, para conhecer melhor o que devo saber para ensinar e para, espero, ser melhor professora.
My reflective report, theoretically supported, started to be thought in mid-2012. It came out of a need to validate, through reflection, my day -to-day as a secondary education teacher, past and future. The creation of the text went throughgradual changes untilthe final product, which I now present, and aims to examine three moments of my experience as a secondary school teacher, whichI think werea very significant and enriching journey in my professional and personal life. The experiences reported and analyzed occurred from 1999 to 2011 and were integrated in the global educational and political contextbecause of its complexity. In this text,there are reports of my experiences as the President of an Executive Council, as ateacher trainer in mathematics and as a Department Coordinator. Thisreflection motivatedcareful research, which helped tointerpret and analyze in the light of the theoretical framework of the Educational Sciences.From these, some transversal dimensions of the performed roles came out, such as Supervision, Collaboration and the buildingof Professional Knowledge, grounded in the ability to developinterpersonal relationships. This exercise has required discipline and work, qualities which Iusually demand from my students. My studentsare also the reason why I did it: toget to know myselfbetter, to be more aware of what I should know to be able to teach and,hopefully, to become abetter teacher.
My reflective report, theoretically supported, started to be thought in mid-2012. It came out of a need to validate, through reflection, my day -to-day as a secondary education teacher, past and future. The creation of the text went throughgradual changes untilthe final product, which I now present, and aims to examine three moments of my experience as a secondary school teacher, whichI think werea very significant and enriching journey in my professional and personal life. The experiences reported and analyzed occurred from 1999 to 2011 and were integrated in the global educational and political contextbecause of its complexity. In this text,there are reports of my experiences as the President of an Executive Council, as ateacher trainer in mathematics and as a Department Coordinator. Thisreflection motivatedcareful research, which helped tointerpret and analyze in the light of the theoretical framework of the Educational Sciences.From these, some transversal dimensions of the performed roles came out, such as Supervision, Collaboration and the buildingof Professional Knowledge, grounded in the ability to developinterpersonal relationships. This exercise has required discipline and work, qualities which Iusually demand from my students. My studentsare also the reason why I did it: toget to know myselfbetter, to be more aware of what I should know to be able to teach and,hopefully, to become abetter teacher.
Description
Keywords
Supervisão e colaboração Relação interpessoal Desenvolvimento profissional Identidade profissional Supervision and collaboration Interpersonal relationships Professional development Professional identity