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Publication
Promoção de competências autorregulatórias da aprendizagem das crianças
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.06 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório pretende dar a conhecer o percurso efetuado ao longo do Mestrado
em Educação Pré-Escolar e em Ensino do 1.º Ciclo do Ensino Básico que tem como
base as experiências vivenciadas, as aprendizagens mais significativas enquanto futura
profissional da educação e, por fim, o exercício investigativo desenvolvido ao longo do
mesmo. Assim, este relatório contempla duas partes. A primeira refere-se à dimensão
reflexiva, onde são apresentados os aspetos mais relevantes acerca dos contextos de
estágio. A segunda parte diz respeito ao exercício investigativo que pretende
demonstrar a importância e a forma como promover as competências autorregulatórias
das crianças no processo de ensino-aprendizagem, em contexto real educativo através
de um estudo de caso. O presente estudo foi desenvolvido em contexto creche, jardim
de infância e 1.º ciclo do ensino básico (1.º CEB) recorrendo à utilização de um
instrumento de apoio à prática pedagógica, a Lista de Desenvolvimento da
Aprendizagem Independente (CHILD) (Whitebread et al., 2009, adaptado por Piscalho
& Simão, 2014). Verificou-se que promover a autonomia e os processos de
autorregulação da aprendizagem é um elemento fundamental no processo escolar e de
formação ao longo da vida. Deste modo, educadores e professores devem dominar o
conceito de autorregulação da aprendizagem porque o trabalho educativo envolve um
processo de desenvolvimento pessoal de cada elemento do grupo de crianças, onde os
dois pilares da autorregulação assumem um papel decisivo, estes dois pilares são a
escolha e o controlo.
This report aims to provide an overview of the learning curve during the Master in Preschool Education and 1st cycle of Basic Education Teaching, reporting the experiences and knowledges acquired and describing the investigation practice developed during the course, to serve as a base to the exercise of a future professional of education. Therefore, the report consists of two parts. The first refers to the reflective dimension, presenting the most significant aspects about the internship contexts. The second part addresses the investigation exercise, which intends to demonstrate how to promote selfregulatory skills of children as part of the teaching-learning process, in real educational context, through a case study, and the relevance of this process. The current study was developed in nursery, kindergarten and 1st cycle of basic education (1st CEB) contexts, through the use of a tool to support the teaching practice, the List of Development of Independent Learning (CHILD) (Whitebread et al., 2009, adapted by Piscalho & Simon, 2014). It was found that encouraging the autonomy and self-regulation of learning processes is a key element in the school process and training throughout life. Educators and teachers must dominate, understand and use the concept of self-regulation of learning because educational work involves a personal development process of each member of the group of children, where the two pillars of self-regulation play a decisive role, these two pillars are the choice and control.
This report aims to provide an overview of the learning curve during the Master in Preschool Education and 1st cycle of Basic Education Teaching, reporting the experiences and knowledges acquired and describing the investigation practice developed during the course, to serve as a base to the exercise of a future professional of education. Therefore, the report consists of two parts. The first refers to the reflective dimension, presenting the most significant aspects about the internship contexts. The second part addresses the investigation exercise, which intends to demonstrate how to promote selfregulatory skills of children as part of the teaching-learning process, in real educational context, through a case study, and the relevance of this process. The current study was developed in nursery, kindergarten and 1st cycle of basic education (1st CEB) contexts, through the use of a tool to support the teaching practice, the List of Development of Independent Learning (CHILD) (Whitebread et al., 2009, adapted by Piscalho & Simon, 2014). It was found that encouraging the autonomy and self-regulation of learning processes is a key element in the school process and training throughout life. Educators and teachers must dominate, understand and use the concept of self-regulation of learning because educational work involves a personal development process of each member of the group of children, where the two pillars of self-regulation play a decisive role, these two pillars are the choice and control.
Description
Relatório final apresentado para a obtenção do grau de mestre em Educação Pré-Escolar e em Ensino do 1.º Ciclo do Ensino Básico
Keywords
autorregulação da aprendizagem competências autorregulatórias autonomia papel do educador/professor transições escolares transição e (des)continuidades. learning self-regulation self-regulatory skills autonomy role of educator / teacher school transitions transition and (dis)continuities