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Turmas mistas no 1.º ciclo: dinâmicas e o papel do professor
Advisor(s)
Abstract(s)
O presente Relatório da Prática de Ensino Supervisionada surge no âmbito da conclusão do Mestrado em EPE e 1º CEB. Este teve o objetivo de investigar a complexidade e riqueza de uma turma mista, que englobava os quatro anos de escolaridade, e o que essa organização pode oferecer ao processo de aprendizagem dos alunos.
A prática de estágio foi realizada numa IPPS, tendo a problemática em estudo surgido a partir da observação do contexto em sala de aula. Para realizar a investigação, no local de estágio, foi utilizada uma metodologia qualitativa recorrendo a entrevistas semi-estruturadas, observação direta participante e as notas de campo como instrumentos de investigação.
Com esta abordagem, procurámos entender a dinâmica que existe entre os alunos de diferentes idades e anos de escolaridade, bem como a importância que o professor tem em incentivar e facilitar a gestão das aprendizagens dos alunos. A análise reflexiva realizada ajudou a compreender de que forma as dinâmicas em turmas mistas enriquecem a cooperação, interação e trabalho dos alunos. Entendeu-se também que o professor é um mediador no processo de aprendizagem dos alunos e, para isso, é essencial criar um ambiente de aprendizagem diferenciador e inclusivo e que vá ao encontro das suas necessidades, sejam estas individuais, em pequeno ou em grande grupo.
A informação recolhida permitiu adotar uma perspetiva mais aprofundada e reflexiva sobre o percurso de estágio e obter respostas para as questões de investigação Desta fora, através do estudo realizado, compreendeu-se de que forma as dinâmicas existentes num grupo misto são cruciais ara o processo de ensino e aprendizagem dos alunos, destacando-se a cooperação como fundamental para o desenvolvimento pessoal e social do grupo.
ABSTRACT: The present Supervised Teaching Practice Report is part of the completion of the Master's degree in Early Childhood Education and Primary Education (1st Cycle). Its objective was to investigate the complexity and richness of a mixed-age classroom, which included students from all four years of primary education, and to explore what this organizational structure can offer to the students' learning process. The internship practice was carried out at a Private Institution of Social Solidarity, and the research topic arose from classroom context observations. A qualitative methodology was employed to conduct the research at the internship site, using semi-structured interviews, direct participant observation, and field notes as research instruments. With this approach, we aimed to understand the dynamics between students of different ages and grade levels, as well as the significant role that the teacher plays in encouraging and facilitating the management of student learning. The reflective analysis conducted helped to understand how dynamics in mixed-age classrooms enhance students' cooperation, interaction, and teamwork. It was also understood that the teacher acts as a mediator in the students' learning process, and it is essential to create a differentiated and inclusive learning environment that meets their needs, whether individually, in small groups, or large groups. ABSTRACT: The information gathered allowed for a more in-depth and reflective perspective on the internship experience and provided answers to the research questions. Thus, through the study conducted, it was understood how the dynamics present in a mixed-age group are crucial to the students' teaching and learning process, with cooperation standing out as fundamental for the group's personal and social development.
ABSTRACT: The present Supervised Teaching Practice Report is part of the completion of the Master's degree in Early Childhood Education and Primary Education (1st Cycle). Its objective was to investigate the complexity and richness of a mixed-age classroom, which included students from all four years of primary education, and to explore what this organizational structure can offer to the students' learning process. The internship practice was carried out at a Private Institution of Social Solidarity, and the research topic arose from classroom context observations. A qualitative methodology was employed to conduct the research at the internship site, using semi-structured interviews, direct participant observation, and field notes as research instruments. With this approach, we aimed to understand the dynamics between students of different ages and grade levels, as well as the significant role that the teacher plays in encouraging and facilitating the management of student learning. The reflective analysis conducted helped to understand how dynamics in mixed-age classrooms enhance students' cooperation, interaction, and teamwork. It was also understood that the teacher acts as a mediator in the students' learning process, and it is essential to create a differentiated and inclusive learning environment that meets their needs, whether individually, in small groups, or large groups. ABSTRACT: The information gathered allowed for a more in-depth and reflective perspective on the internship experience and provided answers to the research questions. Thus, through the study conducted, it was understood how the dynamics present in a mixed-age group are crucial to the students' teaching and learning process, with cooperation standing out as fundamental for the group's personal and social development.
Description
Relatório da Prática de Ensino Supervisionada, apresentada no Ispa – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico
Keywords
Heterogeneidade Grupos mistos Papel do professor Diferenciação pedagógica Heterogeneity Mixed-age groups Teacher's role Pedagogical differentiation