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Práticas de ensino supervisionadas no ensino profissional e investigação sobre as perceções de professores e alunos sobre a Web 2.0 como recurso pedagógico
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O presente relatório surge no âmbito das Unidades Curriculares de Práticas de Ensino Supervisionadas e Relatório I e II, inseridas no ciclo de estudos conducentes ao grau de Mestre em Ensino de Informática, da Faculdade de Ciências Socias da Universidade Católica Portuguesa de Braga. Este integra três componentes essenciais da formação docente, traduzindo-se nas componentes letiva, não letiva (projetos na escola) e de investigação. A componente letiva, ou seja, a gestão curricular desenvolvida ao longo do estágio profissional, decorreu na Escola Secundária Camilo Castelo Branco em Vila Nova Famalicão, onde lecionámos a disciplina de Tecnologias da Informação e Comunicação do 10º ano de escolaridade do ensino profissional, do curso Técnico de Design Gráfico. Esta componente visou essencialmente o desempenho da profissão docente em contexto de sala de aula que, apesar de não ser novo para nós, suscitou momentos de reflexão e aperfeiçoamento, possibilitando elevar o domínio do conteúdo científico, humanístico e tecnológico da disciplina de TIC. Relativamente à componente não letiva, procurámos desempenhar um papel ativo no desenvolvimento de atividades para a comunidade educativa da escola cooperante. Nesse sentido dinamizámos algumas atividades ao longo do ano letivo, nomeadamente a comemoração do dia da Internet mais segura, uma visita de estudo à Faculdade de Ciências Sociais da Universidade Católica de Braga e o workshop “Prezi: Apresentações Dinâmicas”. Ainda no que respeita às atividades não letivas, desenvolvidas em contexto de estágio, tivemos a oportunidade de vivenciar e auxiliar a professora orientadora cooperante no exercício de alguns cargos. Entre eles destacamos a direção de curso e o apoio educativo prestado na Biblioteca Vasco de Carvalho da ESCCB. Este exercício permitiu-nos vivenciar um conjunto de experiências enriquecedoras, que fomentaram a socialização e o espírito de entreajuda envolvendo o núcleo de estágio e toda a comunidade educativa. Acresce que este conjunto de atividades proporcionou não só a nossa plena integração na escola de estágio, mas também foi um incentivo à consolidação da relação Aluno/Professor/Escola. Em relação à investigação, tratando-se de uma componente importante que nos permite experimentar as metodologias de investigação e fazer escolhas tendentes a apropriar-nos de competências neste domínio, desenvolvemos um projeto de investigação centrado no estudo da Web 2.0 como recurso pedagógico, que teve como objetivo geral desenvolver uma compreensão sobre as perceções de professores e alunos do 10º ano do ensino profissional da escola A, relativamente ao potencial educativo das ferramentas da Web 2.0. Este estudo fez uso de inquéritos por questionário, cuja amostra por conveniência incluiu professores e alunos da escola cooperante. Os resultados foram alvo de tratamento e após a sua análise verificámos que a maioria dos professores inquiridos reconhece que as ferramentas da Web 2.0 promovem a aprendizagem autónoma, o trabalho cooperativo e colaborativo, a partilha do conhecimento, a reflexão crítica, dotam os utilizadores de competências digitais, estimulam a criatividade, são interessantes e têm reflexos positivos nas aprendizagens dos alunos. Contudo, mesmo acreditando nas potencialidades da Web 2.0 como recurso pedagógico, observámos que uma grande parte dos professores inquiridos não utiliza as ferramentas da Web 2.0 ou faz uma utilização bastante reduzida das mesmas, quer na preparação das atividades letivas, como em contexto de sala de aula. Averiguámos também que os alunos inquiridos consideram que a utilização das ferramentas da Web 2.0 torna as aulas mais interessantes, promove a partilha do conhecimento, o trabalho cooperativo e colaborativo, assim como têm reflexos positivos nas aprendizagens dos alunos. Por fim, mas não menos importante, este projeto de investigação originou a formulação do artigo científico intitulado “Web 2.0 na educação” que fundamentou a nossa participação nas Jornadas de Ensino de Informática 2013.
This report appears under Curricular Units Supervised Teaching Practice and Reporting I and II, inserted in the studies leading to the degree of Master of Education from the Faculty of Social Sciences of the Catholic University of Braga. This includes three essential components of teacher training, resulting in school subjects, school projects and research. School subjects, in other words, the management curriculum developed over the professional stage, held in the High School Camilo Castelo Branco, Vila Nova Famalicão where we taught the discipline of Information Technology and Communication, to the 10th grade in vocational education, Technical Course of Graphic Design. This component aimed essentially the performance of the teaching profession in the context of the classroom, although not new to us, it created moments of reflection and improvement, allowing the promotion of the scientific content, humanistic and technological ICT subjects. Regarding the component of school projects, we tried to play an active role in the development of activities for the educational community of the cooperative school Accordingly, we conducted some activities throughout the school year, including the celebration of Safer Internet Day, a study visit to the Faculty of Social Sciences at the Catholic University of Braga and the workshop "Prezi: Dynamic Presentations". We had also the opportunity to experience and assist the cooperating teacher guiding the exercise of some positions. These include the direction of the course and educational support in the Library of Vasco de Carvalho ESCCB. This practice allowed us to understand a number of enriching experiences, which encouraged socialization and team spirit involving the core stage and the entire educational community. Moreover, this set of activities provided not only our full integration into the school stage, but was also an incentive to consolidate the relation Student / Teacher / School. The research component, the major component that allows us to experience research methodologies and choices, aimed at the gain of the skills in this field. We have developed a research project focused on the study of Web 2.0 as a pedagogical resource, which had general objective of developing an understanding of the perceptions of teachers and students of the 10th grade vocational school A, for the educational potential of Web 2.0 tools. This study made use of questionnaire surveys, whose convenience sample included teachers and students from the school stage. The results were subjected to treatment and after its analysis it was found that the majority of teachers surveyed recognized that Web 2.0 tools to promote independent learning, cooperative work and collaborative sharing of knowledge, critical thinking, skills endow users digital, stimulate creativity, are interesting and have positive impact in student learning. However, even believing in the potential of Web 2.0 as a pedagogical resource, we observed that a large proportion of teachers surveyed do not use the tools of Web 2.0 or use it rarely in the preparation of school activities, as in the context of the classroom. We noticed also that the students interviewed consider that the use of Web 2.0 tools makes lessons more interesting, promotes knowledge sharing, cooperative and collaborative work as well as it has a positive impact on student learning. Last but not least, this research project originated in the formulation of the scientific article titled "Web 2.0 in education" that justified our participation in the Conference on Education from 2013.
This report appears under Curricular Units Supervised Teaching Practice and Reporting I and II, inserted in the studies leading to the degree of Master of Education from the Faculty of Social Sciences of the Catholic University of Braga. This includes three essential components of teacher training, resulting in school subjects, school projects and research. School subjects, in other words, the management curriculum developed over the professional stage, held in the High School Camilo Castelo Branco, Vila Nova Famalicão where we taught the discipline of Information Technology and Communication, to the 10th grade in vocational education, Technical Course of Graphic Design. This component aimed essentially the performance of the teaching profession in the context of the classroom, although not new to us, it created moments of reflection and improvement, allowing the promotion of the scientific content, humanistic and technological ICT subjects. Regarding the component of school projects, we tried to play an active role in the development of activities for the educational community of the cooperative school Accordingly, we conducted some activities throughout the school year, including the celebration of Safer Internet Day, a study visit to the Faculty of Social Sciences at the Catholic University of Braga and the workshop "Prezi: Dynamic Presentations". We had also the opportunity to experience and assist the cooperating teacher guiding the exercise of some positions. These include the direction of the course and educational support in the Library of Vasco de Carvalho ESCCB. This practice allowed us to understand a number of enriching experiences, which encouraged socialization and team spirit involving the core stage and the entire educational community. Moreover, this set of activities provided not only our full integration into the school stage, but was also an incentive to consolidate the relation Student / Teacher / School. The research component, the major component that allows us to experience research methodologies and choices, aimed at the gain of the skills in this field. We have developed a research project focused on the study of Web 2.0 as a pedagogical resource, which had general objective of developing an understanding of the perceptions of teachers and students of the 10th grade vocational school A, for the educational potential of Web 2.0 tools. This study made use of questionnaire surveys, whose convenience sample included teachers and students from the school stage. The results were subjected to treatment and after its analysis it was found that the majority of teachers surveyed recognized that Web 2.0 tools to promote independent learning, cooperative work and collaborative sharing of knowledge, critical thinking, skills endow users digital, stimulate creativity, are interesting and have positive impact in student learning. However, even believing in the potential of Web 2.0 as a pedagogical resource, we observed that a large proportion of teachers surveyed do not use the tools of Web 2.0 or use it rarely in the preparation of school activities, as in the context of the classroom. We noticed also that the students interviewed consider that the use of Web 2.0 tools makes lessons more interesting, promotes knowledge sharing, cooperative and collaborative work as well as it has a positive impact on student learning. Last but not least, this research project originated in the formulation of the scientific article titled "Web 2.0 in education" that justified our participation in the Conference on Education from 2013.
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Keywords
Prática de ensino supervisionada TIC Web 2.0 Professores Alunos Educação Practice supervised teaching ICT Teachers Students Education