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Autorregulação das aprendizagens no Tempo de Estudo Autónomo (TEA) numa turma de 2º ano
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| 1.64 MB | Adobe PDF |
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Abstract(s)
O presente Relatório de Prática de Ensino Supervisionada (RPES) foi desenvolvido no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. O estágio decorreu numa turma do 2.º ano de escolaridade de uma escola pública, composta por 21 alunos, cuja professora titular seguia o Modelo do Movimento da Escola Moderna. O principal objetivo deste estudo foi investigar o papel do Plano Individual de Trabalho (PIT) e do Tempo de Estudo Autónomo (TEA) na promoção da autorregulação das aprendizagens dos alunos. O estudo baseou-se numa abordagem qualitativa, tendo por base a observação naturalista e sistemática, entrevistas semiestruturadas e a análise de grelhas de observação. As questões de investigação centraram-se na importância do TEA e do PIT na autorregulação, nas estratégias de melhoria do TEA e nas perceções dos alunos sobre o processo. Os resultados indicam que tanto o TEA como o PIT desempenham um papel crucial no desenvolvimento da autonomia dos alunos, promovendo a sua capacidade de planear, monitorizar e avaliar as suas aprendizagens. Verificou-se que os alunos demonstram perceções positivas em relação ao TEA e PIT, reconhecendo-os como ferramentas importantes para a organização e autogestão do seu trabalho. Conclui-se que a implementação de critérios claros de avaliação e a participação ativa das crianças no processo de aprendizagem potenciam a sua autorregulação.
This Supervised Teaching Practice Report (STPR) was developed as part of the Master’s Degree in Preschool and Primary Education. The internship took place in a second-grade class at a public school, consisting of 21 students, whose primary teacher followed the Modern School Movement model. The main objective of this study was to investigate the role of the Individual Work Plan (IWP) and Autonomous Study Time (AST) in promoting student’s self-regulated learning. The study was based on a qualitative approach, utilizing naturalistic and systematic observation, semi-structured interviews, and the analysis of observation grids. The research questions focused on the importance of AST and IWP in self-regulation, strategies for improving AST, and student’s perceptions of the process. The results indicate that both AST and IWP play a crucial role in developing student’s autonomy, fostering their ability to plan, monitor, and evaluate their own learning. It was found that the students have positive perceptions of AST and IWP, recognizing them as important tools for organizing and self-managing their work. It is concluded that the implementation of clear evaluation criteria and the active participation of children in the learning process enhance their self-regulation.
This Supervised Teaching Practice Report (STPR) was developed as part of the Master’s Degree in Preschool and Primary Education. The internship took place in a second-grade class at a public school, consisting of 21 students, whose primary teacher followed the Modern School Movement model. The main objective of this study was to investigate the role of the Individual Work Plan (IWP) and Autonomous Study Time (AST) in promoting student’s self-regulated learning. The study was based on a qualitative approach, utilizing naturalistic and systematic observation, semi-structured interviews, and the analysis of observation grids. The research questions focused on the importance of AST and IWP in self-regulation, strategies for improving AST, and student’s perceptions of the process. The results indicate that both AST and IWP play a crucial role in developing student’s autonomy, fostering their ability to plan, monitor, and evaluate their own learning. It was found that the students have positive perceptions of AST and IWP, recognizing them as important tools for organizing and self-managing their work. It is concluded that the implementation of clear evaluation criteria and the active participation of children in the learning process enhance their self-regulation.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico.
Keywords
Ensino do 1.º ciclo Movimento da escola moderna Plano individual de trabalho Tempo de estudo autónomo Autorregulação das aprendizagens Primary education Modern school movement Individual work plan Autonomous study time Self-regulated learning
Citation
Guerra, M. M. (2024). Autorregulação das aprendizagens no Tempo de Estudo Autónomo (TEA) numa turma de 2º ano [Dissertação de Mestrado]. ISPA – Instituto Universitário