A utilização da plataforma moodle no processo de ensino das TIC
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2019-09-20
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No âmbito da unidade curricular da Prática Ensino Supervisionada (PES) do Mestrado em Ensino de Informática (MEI), surge o presente Dissertação que reúne e contempla a documentação elaborada, no decorrer da minha intervenção em contexto, entre o dia 28 de novembro de 2018 e o dia 29 de maio de 2019, completando um total de 300 blocos letivos. O estágio teve a duração de aproximadamente sete meses e foi realizado na Escola Secundária/3 Camilo Castelo Branco (ESCCB) na disciplina de Tecnologias de Informação e Comunicação (TIC). Foram lecionadas 46 aulas de 45 minutos cada, repartidas pelas 4 turmas, uma do 7º Ano de escolaridade e três do 8º Ano de escolaridade. O contacto realizado com a Escola foi através do Professor Cooperante (PC) Jorge Vieira que desde o primeiro momento demonstrou total disponibilidade em colaborar e a partilhar todo o seu conhecimento e experiência, por forma a que a integração na escola, nas turmas, e junto dos alunos fosse o mais célere e natural possível. Neste sentido, o presente documento reflete e sustenta os processos de observação, registo, planificação, ação, reflexão e análise das práticas pedagógicas adotadas ao longo da PES, permitindo a aquisição de atitudes, competências e saberes específicos da prática de ensino informática. Note-se que, para a elaboração do presente Dissertação, foi imprescindível a recolha de informações pertinentes e, para tal, foi necessário recorrer às seguintes fontes: Projeto Educativo 2018-2021 da ESCCB, Plano de Estudos e Desenvolvimento Curricular da ESCCB, Regulamento Interno, Plano Anual de Atividades, Grelhas de Observação e Planificações de Aulas que decorreram da observação de aulas, lecionação, trabalho individual, desenvolvimento do projeto, e ainda, dos registos fotográficos recolhidos. Estruturalmente, o presente documento encontra-se organizado em seis partes fundamentais. Na primeira parte é efetuada a caraterização e análise do contexto, apresentando a caraterização do contexto socioeducativo onde decorreu a PES, focando o meio sociogeográfico, o meio institucional, a caracterização das turmas, a organização e gestão do espaço educativo. Na segunda parte um enquadramento curricular das disciplinas a lecionar, expondo os objetivos, competências e conteúdos a lecionar. São refletidas, ainda, as estratégias de ensino, meios e recursos de ensino. Na quarta parte são mencionadas as observações e planificações efetuadas das unidades temáticas (domínios e subdomínios) realizadas ao longo da PES na ESSCB. São descritas na quinta parte as atividades realizadas no Apoio ao Professor Cooperante através do registo semanal inserido na folha de presenças. Na sexta e última parte é realizado um balanço refletido através da reflexão final, acerca do processo de construção do portefólio e as aprendizagens realizadas.
Within the scope of the curricular unit of the Supervised Teaching Practice (PES) of the MSc in Informatics Teaching (MEI), the present Report presents the documentation elaborated in the course of my intervention in context, between November 28, 2018 and on May 29, 2019, completing a total of 300 student blocks. The internship lasted approximately seven months and was held at Escola Secundária / 3 Camilo Castelo Branco (ESCCB) in the discipline of Information and Communication Technologies (ICT). Thirty-six classes of 45 minutes each were taught, distributed among the four classes, one of the 7th year of schooling and three of the 8th year of schooling. The contact with the School was through the Cooperating Professor (PC) Jorge Vieira who from the first moment showed total willingness to collaborate and to share all his knowledge and experience, so that the integration in the school, in the classes, and together of the students as fast and natural as possible. In this sense, this document reflects and supports the processes of observation, registration, planning, action, reflection and analysis of the pedagogical practices adopted throughout the PES, allowing the acquisition of attitudes, skills and knowledge specific to the practice of computer education. It should be noted that for the preparation of this Report, it was essential to collect relevant information and, to this end, it was necessary to use the following sources: ESCCB Education Project 2018-2021, ESCCB Curriculum Development and Curriculum, Internal Regulation, Annual Activity Plan, Observation Grids and Lesson Plans that took place during class observation, teaching, individual work, project development, and the photographic records collected. Structurally, this document is organized into six key parts. In the first part the characterization and analysis of the context is carried out, presenting the characterization of the socioeducational context where the PES took place, focusing on the socio-geographical environment, the institutional environment, the characterization of the classes, the organization and management of the educational space. In the second part a curricular framework of the disciplines to teach, exposing the objectives, skills and contents to teach. Also reflected are teaching strategies, resources and teaching resources. The third part presents the planning and schedule. In the fourth part are mentioned the observations and plans made of the thematic units (domains and subdomains) carried out along the PES in the ESSCB. The fifth part describes the activities carried out in the Cooperating Teacher Support through the weekly register inserted in the attendance sheet. In the sixth and last part, a balance is made through the final reflection, about the process of building the portfolio and report, and the lessons learned
Within the scope of the curricular unit of the Supervised Teaching Practice (PES) of the MSc in Informatics Teaching (MEI), the present Report presents the documentation elaborated in the course of my intervention in context, between November 28, 2018 and on May 29, 2019, completing a total of 300 student blocks. The internship lasted approximately seven months and was held at Escola Secundária / 3 Camilo Castelo Branco (ESCCB) in the discipline of Information and Communication Technologies (ICT). Thirty-six classes of 45 minutes each were taught, distributed among the four classes, one of the 7th year of schooling and three of the 8th year of schooling. The contact with the School was through the Cooperating Professor (PC) Jorge Vieira who from the first moment showed total willingness to collaborate and to share all his knowledge and experience, so that the integration in the school, in the classes, and together of the students as fast and natural as possible. In this sense, this document reflects and supports the processes of observation, registration, planning, action, reflection and analysis of the pedagogical practices adopted throughout the PES, allowing the acquisition of attitudes, skills and knowledge specific to the practice of computer education. It should be noted that for the preparation of this Report, it was essential to collect relevant information and, to this end, it was necessary to use the following sources: ESCCB Education Project 2018-2021, ESCCB Curriculum Development and Curriculum, Internal Regulation, Annual Activity Plan, Observation Grids and Lesson Plans that took place during class observation, teaching, individual work, project development, and the photographic records collected. Structurally, this document is organized into six key parts. In the first part the characterization and analysis of the context is carried out, presenting the characterization of the socioeducational context where the PES took place, focusing on the socio-geographical environment, the institutional environment, the characterization of the classes, the organization and management of the educational space. In the second part a curricular framework of the disciplines to teach, exposing the objectives, skills and contents to teach. Also reflected are teaching strategies, resources and teaching resources. The third part presents the planning and schedule. In the fourth part are mentioned the observations and plans made of the thematic units (domains and subdomains) carried out along the PES in the ESSCB. The fifth part describes the activities carried out in the Cooperating Teacher Support through the weekly register inserted in the attendance sheet. In the sixth and last part, a balance is made through the final reflection, about the process of building the portfolio and report, and the lessons learned
Descrição
Dissertação de Mestrado em Ensino de Informática
Palavras-chave
TIC , prática de ensino supervisionada