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A organização do ambiente educativo como promotora da motivação no processo de aprendizagem dos alunos
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Abstract(s)
A presente investigação surgiu no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e surgiu no decorrer da Prática de Ensino Supervisionada. Esta assenta num estudo sobre a motivação em educação e procura evidenciar a sua importância face ao processo de ensino e aprendizagem dos alunos.
A Prática de Ensino Supervisionada foi realizada numa Instituição Particular de Solidariedade Social (IPSS), com uma turma mista, constituída por 20 alunos com idade compreendidas entre os 6 e os 10 anos.
Atualmente, é reconhecida a importância da motivação no processo de ensino e aprendizagem dos alunos, de modo a terem um desempenho académico melhor. Assim, o principal objetivo deste relatório foi compreender de que forma é que o ambiente educativo promove a motivação dos alunos no seu processo de ensino e aprendizagem.
Na primeira fase de observação foi possível observar que a professora titular utilizava estratégias para promover a motivação dos alunos, assim a motivação era um fator que estava bastante presente na aprendizagem dos alunos.
Nesta investigação, adotou-se uma metodologia de natureza qualitativa e as técnicas de investigação utilizadas para recolha de dados foram a observação, entrevistas e análise documental. No que se refere aos instrumentos recorreu-se às notas de campo e aos guiões de entrevista.
A informação recolhida e a sua análise permitiram compreender melhor os fatores que promovem a motivação dos alunos, aferir como é que a participação e a autonomia estão relacionadas com a motivação e identificar as estratégias que a professora utiliza para fomentar a motivação. Desta forma, através do estudo realizado, compreendeu-se que a motivação é crucial para o processo de ensino e aprendizagem dos alunos, na medida em que permite que os mesmos estejam mais envolvidos e, consequentemente, haja um maior interesse, curiosidade e iniciativa na competência de novos saberes. As aprendizagens adquiridas tornam-se mais significativas e duradouras, contribuindo para o crescimento global e completo dos alunos.
ABSTRACT: This research was carried out as part of the Master's programme in Pre-School Education and Primary School Teaching, and arose during the Supervised Teaching Practice. It is based on a study of motivation in education and seeks to highlight its importance in the teaching and learning process of students. The Supervised Teaching Practice was carried out in a Private Social Solidarity Institution (IPSS), with a mixed class of 20 students aged between 6 and 10 years old. Nowadays, the importance of motivation in the teaching and learning process is recognised, so that students can perform better academically. Therefore, the main objective of this report was to understand how the educational environment promotes student motivation in their teaching and learning process. In the first phase of observation, it was possible to observe that the head teacher used strategies to promote student motivation, so motivation was a factor that was very present in student learning. This research adopted a qualitative methodology and the research techniques used to collect data were observation, interviews and document analysis. The instruments used were field notes and interview scripts. The information collected and analysed allowed us to better understand the factors that promote student motivation, to see how participation and autonomy are related to motivation and to identify the strategies that the teacher uses to foster motivation. As a result of the study carried out, it was realised that motivation is crucial to the teaching and learning process for students, as it allows them to be more involved and, consequently, there is greater interest, curiosity and initiative in learning new skills. The learning acquired becomes more meaningful and lasting, contributing to the overall and complete growth of the students.
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ABSTRACT: This research was carried out as part of the Master's programme in Pre-School Education and Primary School Teaching, and arose during the Supervised Teaching Practice. It is based on a study of motivation in education and seeks to highlight its importance in the teaching and learning process of students. The Supervised Teaching Practice was carried out in a Private Social Solidarity Institution (IPSS), with a mixed class of 20 students aged between 6 and 10 years old. Nowadays, the importance of motivation in the teaching and learning process is recognised, so that students can perform better academically. Therefore, the main objective of this report was to understand how the educational environment promotes student motivation in their teaching and learning process. In the first phase of observation, it was possible to observe that the head teacher used strategies to promote student motivation, so motivation was a factor that was very present in student learning. This research adopted a qualitative methodology and the research techniques used to collect data were observation, interviews and document analysis. The instruments used were field notes and interview scripts. The information collected and analysed allowed us to better understand the factors that promote student motivation, to see how participation and autonomy are related to motivation and to identify the strategies that the teacher uses to foster motivation. As a result of the study carried out, it was realised that motivation is crucial to the teaching and learning process for students, as it allows them to be more involved and, consequently, there is greater interest, curiosity and initiative in learning new skills. The learning acquired becomes more meaningful and lasting, contributing to the overall and complete growth of the students.
, , , , learning.
Description
Relatório da Prática de Ensino Supervisionada apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-Escolar e 1.º Ciclo do Ensino Básico, criado por Aviso n.º 9784/2022 publicado no Diário da República, 2.ª série, n.º 93, de 13 de Maio de 2022.
Keywords
1º Ciclo do Ensino Básico Motivação Envolvimento Autodeterminação Aprendizagem 1st Cycle of Basic Education Motivation Involvement Self-determination Learning