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A promoção da autorregulação da aprendizagem das crianças no jardim de infância e no 1.º ciclo do ensino básico
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| 1.45 MB | Adobe PDF |
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Abstract(s)
O presente relatório síntese foi elaborado no âmbito do Mestrado em Educação Pré Escolar e Ensino do 1.º Ciclo do Ensino Básico (CEB). A primeira parte diz respeito à
Prática de Ensino Supervisionada, que caracteriza e reflete as experências e
aprendizagens adquiridas nos vários contextos da prática profissional. Na segunda
apresenta-se um exercício investigativo focado na autorregulação da aprendizagem das
crianças em contexto de educação pré-escolar e 1.º CEB. Trata-se de um estudo de
misto, pois combina métodos de pesquisa qualitativos e quantitativos e de natureza
exploratória, cujos instrumentos de recolha de dados foram entrevistas semidiretivas a
4 educadoras de infância, 2 professores e inquérito por questionário a 100 encarregados
de educação. Os resultados indicam a importância das competências autorregulatórias
da aprendizagem na infância e apontam diversas estratégias para sua a promoção por
parte dos educadores de infância e professores, tais como, a metodologia de projeto ou
fichas de verificação. Os encarregados de educação apresentam como formas de
promoção de autorregulação, o incentivo à participação das crianças na realização de
tarefas domésticas, na higiene pessoal e no uso de planos de estudo.
This summary report was prepared within the scope of the Master's Degree in Pre School Education and Teaching of the 1st Cycle of Basic Education (CEB). The first part concerns the Supervised Teaching Practice, which characterizes and reflects the experiences and learning acquired in the various contexts of professional practice. The second presents an investigative exercise focused on the self-regulation of children's learning in the context of pre-school education and 1st CEB. This is a mixed study, as it combines qualitative and quantitative research methods and of an exploratory nature, whose data collection instruments were semi-directive interviews with 4 kindergarten teachers, 2 teachers and a questionnaire survey of 100 guardians. The results indicate the importance of self-regulatory skills in childhood learning and point to different strategies for their promotion by kindergarten teachers and teachers, such as the project methodology or verification sheets. As ways of promoting self-regulation, guardians suggest encouraging children to participate in household chores, personal hygiene and the use of study plans.
This summary report was prepared within the scope of the Master's Degree in Pre School Education and Teaching of the 1st Cycle of Basic Education (CEB). The first part concerns the Supervised Teaching Practice, which characterizes and reflects the experiences and learning acquired in the various contexts of professional practice. The second presents an investigative exercise focused on the self-regulation of children's learning in the context of pre-school education and 1st CEB. This is a mixed study, as it combines qualitative and quantitative research methods and of an exploratory nature, whose data collection instruments were semi-directive interviews with 4 kindergarten teachers, 2 teachers and a questionnaire survey of 100 guardians. The results indicate the importance of self-regulatory skills in childhood learning and point to different strategies for their promotion by kindergarten teachers and teachers, such as the project methodology or verification sheets. As ways of promoting self-regulation, guardians suggest encouraging children to participate in household chores, personal hygiene and the use of study plans.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
autorregulação da aprendizagem educação pré-escolar 1.º Ciclo do Ensino Básico Self-Regulation of Learning preschool education 1st Cycle of Basic Education