Aplicação do modelo de Pólya na resolução de problemas de processo : um estudo envolvendo alunos do 2.º ano do 1.º Ciclo do Ensino Básico

Relatório de Estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.

A importância da afetividade na relação pedagógica e na constituição do clima de aula/turma do 1ºCEB

Dissertação do Relatório de Estágio, apresentado à Escola Superior de educação, do Instituto Politécnico de Castelo Branco, para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-escolar e Ensino do 1º Ciclo do Ensino Básico.

Redes sociais – estudo exploratório das conceções dos jovens sobre riscos e desafios

Relatório final apresentado para a obtenção do grau de mestre na Especialidade profissional do ensino do 1.º e 2.º ciclos do ensino básico

O vídeo como recurso didático no processo de ensino-aprendizagem em ciências no ensino básico

Relatório de estágio para obtenção do grau de mestre em ensino do 1.º Ciclo e do 2.º ciclo do ensino básico

Autonomia no pré-escolar : estratégias utilizadas pelo educador de infância

Relatório de estágio apresentado para obtenção do grau de mestre em Educação pré-escolar

Promoção de competências autorregulatórias da aprendizagem das crianças

Relatório final apresentado para a obtenção do grau de mestre em Educação Pré-Escolar e em Ensino do 1.º Ciclo do Ensino Básico

Temperamento – Haverá diferenças no temperamento da criança em contexto de creche e em contexto familiar?

Relatório de estágio apresentado para obtenção do grau de Mestre em Educação Pré-Escolar

Editorial: English afloat on a digital sea

In the 21st Century, new technologies, in particular interactive multimedia and the internet, challenge many aspects of our teaching practice and assumptions. What counts as knowledge, what counts as literacy, the ways we teach, and even the relationships we form are coloured and reshaped by changing cultural and social practices, such as global commerce and ICTs. These issues, and the relationships between them, need to be considered anew. Two current frames of reference for thinking about these changes and their implications for subject English are the notion of an "information revolution" (Castells 1996) and the changing nature of literacy, with its shift towards multiliteracies, or thinking of literacy as design (New London Group, 2000). Both frames have significant implications for how we conceptualise English curriculum (for example, literacy, texts and assessment), for how we re-imagine English teaching, and for the ways in which we ask students to work with and within digital culture and new media.

The role of the knowledgeable other in post-lesson discussions in lesson study

Worldwide interest in Japanese Lesson Study as a vehicle to improve mathematics teaching practice through professional learning has left largely unanswered questions about the extent to which it can be replicated elsewhere. This paper reports some of the findings from a small-scale research project, “Implementing structured problem-solving mathematics lessons through lesson study”, carried out in three Australian schools during 2012, and continued in a modified form during 2013 and 2014. In particular, it discusses the potential contribution to teacher professional learningresulting from post-lesson discussion commentaries by “knowledgeable others” with considerable experience of and expertise in lesson study within and outside of Japan.

A gallery walk: 'drawing out' understandings of collaborative self-study in teacher education

The Collaborative Reflective Experience and Practice in Education (CREPE) Research Group formed mid 2014 as a group of eight teacher educators interested in working collaboratively to improve our teaching practice through self-study methodology. Located at distance across the three campuses of Deakin University in Victoria, Australia and from the disciplines of mathematics, science, visual arts, performing arts, and curriculum and pedagogy, we aimed to better understand, improve, and share our practices as teacher-educators. While a few of us had engaged in self-study previously, all were comfortable with observing some kind of professional reflective/reflexive practice. We shared the intention of engaging in the scholarship (teaching practice and research) of self-study methodology via community of practice approaches, focusing on our collaborative (overarching) research as well as engaging in focused research simultaneously. It is our efforts towards collaborative research that are the subject of this chapter.

Towards reflexive ethnicity: museums as sites of intercultural encounter

In a highly globalised world with increasing ethno-nationalistic tensions and conflicts, the importance of intercultural education has never been greater. The challenge remains, however, as to whether educating for mutual respect and social cohesion can be achieved through traditional modes of schooling or whether additional approaches that are not necessarily school-centric are required. Drawing on in-depth qualitative data including video diaries, narrative interviews and focus groups with Australian secondary school students and semi-structured interviews with teachers, this paper discusses such an endeavour in which a museum exhibition on identity and belonging is employed as an interactive space for meaningful encounter among students and as a form of professional learning that enlivened teaching practice. Using the concept of reflexive ethnicity, this paper examines whether cognitive and affective encounters outside the ‘school gate’ create opportunities for critical learning about ethnicity that can complement and enhance school curricula and classroom learning. More importantly, the paper explores how the possibility of building on such activities to create and sustain teaching practice can challenge entrenched static notions of ethnicity.The paper concludes that reflexive encounters with ‘difference’ within an interactive museum space can unsettle prejudice and provide a deeper and more meaningful understanding of ethnic identity that goes beyond rote classroom learning.

More than substitution: an ongoing journey of the 1:1 iPad program

The drive for the incorporation of digital technologies in the primary mathematics classroom is becoming more prevalent in our schools and curriculum documents. It is vital these technologies enrich the learning experience to make this integration worthwhile, and not simply be employed as a substitution for already satisfactory pedagogical approaches. The SAMR Model (Puentedura, 2006) incorporates four levels of technology integration in the classroom, from the simplicity of “Substitution” through to the transformative level of “Redefinition” (p. 7). In this paper, teachers from Ringwood North Primary School share how the SAMR Model impacted their teaching practice to support, enhance, and personalise student learning in mathematics through the 1:1 iPad Program. Tasks created with user-friendly and easily accessible digital resources such as Padlet, Kahoot! and Explain Everything are shared. Educators should consider the application and suitability of these digital technologies in conjunction with an appropriate level of integration prior to employment as a tool for enhancing mathematical understanding.

Relatório no âmbito da unidade curricular prática de ensino supervisionada, realizada no Agrupamento de Escolas de Reguengos de Monsaraz

Este relatório surge no âmbito da unidade curricular Prática de Ensino Supervisionada, inserida no Mestrado em Ensino do Português no 3.º Ciclo do Ensino Básico e Ensino Secundário e de Espanhol no Ensino Básico e Secundário, orientado pelo Professor Doutor Paulo Lampreia Costa. A nossa Prática de Ensino Supervisionada decorreu durante o ano letivo 2015-2016, no Agrupamento de Escolas de Reguengos de Monsaraz. Neste trabalho destacamos e refletimos sobre documentos e legislação fundamentais para a profissão docente, em Portugal. Relatamos as práticas operacionalizadas na planificação, condução de aulas e avaliação das aprendizagens, incidindo, sobretudo, em duas turmas, o 7.º E e o 11.º A/B, nas disciplinas de Português e Espanhol, respetivamente, e analisando-as criticamente. Descrevemos e comentamos a nossa participação na escola, relativamente à preparação e operacionalização de atividades extraletivas. Finalmente, refletimos sobre o nosso desenvolvimento profissional enquanto futuros professores; Abstract: Report within the scope of Supervised Teaching Practice curricular unit This report appears within the scope of Supervised Teaching Practice curricular unit, included in the Master’s Degree in Portuguese Language Teaching for the 3rd stage of Basic Education and Secondary Education and Spanish Language Teaching for Basic and Secondary Education, under the supervision of PhD Professor Paulo Lampreia Costa. Our Supervised Teaching Practice took place during the 2015-2016 school year, in the group of schools of Reguengos de Monsaraz. In this work we emphasize and reflect over fundamental documents and legislation that regulate the teaching activity in Portugal. We report our teaching activity practices which concerns planning, developing classroom activities, assessing learning, addressing, mainly, two classes, 7.th E and 11.th A/B, in Portuguese and Spanish as a Foreign Language II, respectively, and analyse them. We describe and comment our school participation, which concerns the planning and implementation of extra-curricular activities. Finally, we reflect over our professional development as future teachers.

Relatório no âmbito da unidade curricular prática de ensino supervisionada relativo ao ano letivo 2015/2016, na Escola Secundária/3 Rainha Santa Isabel, Estremoz

O presente relatório refere-se à Prática de Ensino Supervisionada incluída no Mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e Ensino Secundário e de Espanhol dos Ensinos Básico e Secundário, que decorreu na Escola Secundária/3 Rainha Santa Isabel, em Estremoz. Conscientes da complexidade do processo de ensino-aprendizagem, tal como da parte central que os alunos ocupam no mesmo, este relatório faz uma reflexão crítica sobre algumas das áreas determinantes referentes ao processo de ensino-aprendizagem e sobre a Prática de Ensino Supervisionada realizada durante o ano letivo 2015/2016. Assim, o relatório organiza-se em seis capítulos, nomeadamente: preparação científica, pedagógica e didática; planificação e condução de aulas e avaliação das aprendizagens; descrição e reflexão das aulas lecionadas; análise da prática de ensino; participação na escola; e desenvolvimento profissional; Abstract: Report in the scope of the curricular unit of Supervised Teaching Practice This report refers to the Supervised Teaching Practice included in the Masters in teaching Portuguese in the 3rd cycle of Basic Education and Secondary Education and of Spanish in the Basic and Secondary Education, developed in the Secondary/3 school Rainha Santa Isabel, in Estremoz. Aware of the complexity of the teaching-learning process, as well as the central part of the students in its development, this report makes a critical reflection of some of the main areas concerning the teaching-learning process as well as of the Supervised Teaching Practice that took place during the school year of 2015/2016. Therefore, the report is organized in six chapters, namely: scientific, pedagogical and didactic preparation; planning and teaching classes and learning evaluation; description and reflection on the classes; teaching practice analysis, school participation; and professional development.