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Abstract(s)
O presente relatório insere-se na disciplina de Práticas de Ensino Supervisionadas, do Mestrado em Ensino de Informática. Com este trabalho pretende-se concluir o Mestrado com a apresentação de um relato sucinto e articulado das experiências de aprendizagem tidas e que reúnem os três domínios de trabalho realizadas: a teórica associada às Unidades Curriculares, a Prática de aplicação de conhecimentos e a de investigação enquanto dimensão fundamental na construção da profissionalidade docente.
Este trabalho divide-se em duas partes distintas. A primeira contempla a parte do estágio. Nesta, revisitamos conceitos essenciais à prática pedagógica do professor, tais como currículo, avaliação e planeamento e partilhamos as experiências vividas ao longo deste percurso formativo. A segunda apresenta os projetos desenvolvidos nas componentes não letiva e de investigação, as quais também fazem parte do universo da profissionalidade docente. Durante este relato destacamos as reflexões sobre as aprendizagens que a participação nos projetos desenvolvidos na escola cooperante nos trouxe dos pontos de vista relacional, técnico e pedagógico. Quanto à investigação, exploramos como tema de pesquisa/intervenção educativa o potencial educativo e de desenvolvimento das tecnologias, neste caso particular, considerando uma criança referenciada como detentora de uma perturbação do espectro autista (autismo), uma vez que durante o processo de estágio, o contacto com esta criança foi uma constante. Considerámos interessante explorar esta temática, para avaliar até que ponto as tecnologias podem constituir-se numa ferramenta pedagógica promotora do desenvolvimento para esta criança em particular, sendo a nossa conclusão de que esse contributo se revelou positivo.
This report is part of the discipline of Supervised Teaching Practices, master of teaching of informatics. With this work we aim to complete the master’s degree with the presentation of a succinct and articulated account of the learning experiences that includes the three main areas of work: a theoretical course associated with the curricular area, practice of applying knowledge and investigation as a fundamental dimension in construction of the teachers’ professionalism. This work is divided into two distinct parts. The first corresponds to the internship. On this, we revisit the essential of the teacher's pedagogic practice, such as curriculum, assessment, planning and sharing the experiences lived over this formative path. The second presents the projects developed in the non-lective component and investigation tasks which are also part of the universe of the teachers’ professionalism. During this report we highlight the reflections on the learning that participation in cooperative projects developed at the school brought us from the relational, technical and pedagogical points of view. Regarding the research, we explored as a research topic / educational intervention and the educational potential of development of technologies in this particular instance, considering a child referenced as having an autistic spectrum disorder (autism), since during the process of internship, contact with this child has been a constant. We considered interesting to explore this theme, to assess the extent to which technologies can constitute a pedagogical tool to promote the development for this particular child, and it was our conclusion that this contribution revealed positive.
This report is part of the discipline of Supervised Teaching Practices, master of teaching of informatics. With this work we aim to complete the master’s degree with the presentation of a succinct and articulated account of the learning experiences that includes the three main areas of work: a theoretical course associated with the curricular area, practice of applying knowledge and investigation as a fundamental dimension in construction of the teachers’ professionalism. This work is divided into two distinct parts. The first corresponds to the internship. On this, we revisit the essential of the teacher's pedagogic practice, such as curriculum, assessment, planning and sharing the experiences lived over this formative path. The second presents the projects developed in the non-lective component and investigation tasks which are also part of the universe of the teachers’ professionalism. During this report we highlight the reflections on the learning that participation in cooperative projects developed at the school brought us from the relational, technical and pedagogical points of view. Regarding the research, we explored as a research topic / educational intervention and the educational potential of development of technologies in this particular instance, considering a child referenced as having an autistic spectrum disorder (autism), since during the process of internship, contact with this child has been a constant. We considered interesting to explore this theme, to assess the extent to which technologies can constitute a pedagogical tool to promote the development for this particular child, and it was our conclusion that this contribution revealed positive.
Description
Keywords
Práticas de ensino supervisionadas Espetro do Autismo Tecnologias da informação e da comunicação Necessidades educativas especiais Supervised practice teaching Autism spectrum Information technologies and communication Special educational needs