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Abstract(s)
O presente relatório, que se integra nas Práticas de Ensino Supervisionadas, incorpora três componentes essenciais da formação docente contempladas no Mestrado em Ensino de Informática, traduzindo-se nas componentes letiva, não letiva ou de projetos e de investigação.
Em relação à componente letiva, ou seja a gestão curricular pelo professor, esta decorreu na escola secundária António Sérgio, em Vila Nova de Gaia. A disciplina lecionada foi Tecnologias da Informação e Comunicação de 10º Ano de Escolaridade do Ensino profissional, do curso Técnico de Instalações Elétricas. Esta componente manifestou-se fundamental na experienciação de situações de trabalho em sala de aula que, apesar de não ter sido nova para nós, trouxe momentos de reflexão e aprimoramento, permitindo elevar a qualidade do nosso desempenho neste âmbito.
A par com a componente letiva, foram organizadas algumas atividades ao longo do ano letivo como parte da componente não letiva. Entre elas destacam-se o seminário organizado pelo núcleo de estágio “Infoeduca 2013”, o workshop “A utilização dos Quadros Interativos Multimédia e formação em sala de aula”, a formação “A utilização do Microsoft Excel na atividade docente” e a visita de estudo à Barragem do Alto Lindoso. Este exercício foi importante para percebermos melhor a necessidade de desenvolver outras competências profissionais (técnicas e relacionais), bem assim o seu significado pedagógico e de interação com os diferentes membros da comunidade educativa.
Relativamente 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, realizámos um estudo intitulado “O papel das TIC na aprendizagem de alunos com Necessidades Educativas Especiais” cujo objetivo foi o de entender a importância e o potencial pedagógico no uso de tecnologia educativa nos processos de ensino e de aprendizagem, como recursos facilitadores de destrezas e da apropriação de conhecimento em sala de aula, a alunos com necessidades educativas especiais.
This report which is part of the Supervised Teaching Practice incorporates three main elements of the teacher training contemplated in the Masters Degree in Computer Science. The three main elements are “componente letiva” (direct teaching hours), “componente não letiva” (school-related activities) or school projects and research. The “componente letiva” took place in the António Sérgio High School in Vila Nova de Gaia. The subject ICT (Information and Communication Technology) was taught to the 10th grade of the Vocational Education - Electrical Installations technical course. This was fundamental in the experiencing of work-related situations in the classroom and although this was not new to us, it provided moments of reflection and improvement allowing a higher quality performance on our part in this scope. Throughout the school year some activities were organized as part of the “componente não letiva”. Among them was the seminar “Infoeduca 2013” organized by the trainee teachers group, the workshop “Using Interactive Whiteboards in the classroom”, the training course “Using Microsoft Excel in teaching” and the school field trip to the Alto Lindoso Dam. This was important because it allowed us to better understand the need to develop other professional skills (technical and interpersonal skills) as well as their pedagogical significance and the importance of interacting with all the different members of the educational community. Research is important because it allows us to use and to test research methodologies and make choices that will enable us to acquire skills in this area. So, as far as research is concerned we conducted a study entitled “The ICT’s role in the learning process of students with special educational needs”. The goal was to understand the importance and the pedagogical potential of the use of educational technology in the teaching and learning process of the students with special educational needs as a resource that facilitates skills enhancement and knowledge acquisition in the classroom.
This report which is part of the Supervised Teaching Practice incorporates three main elements of the teacher training contemplated in the Masters Degree in Computer Science. The three main elements are “componente letiva” (direct teaching hours), “componente não letiva” (school-related activities) or school projects and research. The “componente letiva” took place in the António Sérgio High School in Vila Nova de Gaia. The subject ICT (Information and Communication Technology) was taught to the 10th grade of the Vocational Education - Electrical Installations technical course. This was fundamental in the experiencing of work-related situations in the classroom and although this was not new to us, it provided moments of reflection and improvement allowing a higher quality performance on our part in this scope. Throughout the school year some activities were organized as part of the “componente não letiva”. Among them was the seminar “Infoeduca 2013” organized by the trainee teachers group, the workshop “Using Interactive Whiteboards in the classroom”, the training course “Using Microsoft Excel in teaching” and the school field trip to the Alto Lindoso Dam. This was important because it allowed us to better understand the need to develop other professional skills (technical and interpersonal skills) as well as their pedagogical significance and the importance of interacting with all the different members of the educational community. Research is important because it allows us to use and to test research methodologies and make choices that will enable us to acquire skills in this area. So, as far as research is concerned we conducted a study entitled “The ICT’s role in the learning process of students with special educational needs”. The goal was to understand the importance and the pedagogical potential of the use of educational technology in the teaching and learning process of the students with special educational needs as a resource that facilitates skills enhancement and knowledge acquisition in the classroom.
Description
Keywords
Práticas de ensino supervisionadas Dificuldades de aprendizagem Necessidades Educativas Especiais Tecnologias da Informação e da Comunicação Supervised teaching practice Learning disabilities Special Educational Needs Information and Communication Technology