| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 5.23 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório da Prática de Ensino Supervisionada tem como finalidade
estudar e analisar qual o papel que o trabalho cooperativo pode desempenhar na
promoção da motivação dos alunos para uma participação mais ativa no processo de
ensino e aprendizagem, no Módulo 9 – Gestão de Recursos Humanos, de uma turma
de décimo segundo ano do Curso Profissional de Técnico de Receção.
A experiência pedagógica decorreu na disciplina de Administração,
Contabilidade e Legislação, no âmbito da Escola Secundária António Sérgio – Vila
Nova de Gaia.
A intervenção pedagógica implementada materializou-se na aplicação dos
métodos de aprendizagem cooperativa STAD – Student Teams Achievement Divisions
e Jigsaw, através dos quais se procurou potenciar a motivação dos alunos
relativamente aos conteúdos programáticos e estimular o desenvolvimento das suas
competências sociais e cooperativas. Foram aplicadas questões iniciais que
permitissem, simultaneamente, aferir e mobilizar o conhecimento prévio dos alunos
acerca das temáticas e criar condições promotoras de interação aluno/professor e
aluno/aluno.
O desiderato de incrementar a participação do aluno no processo de ensino e
aprendizagem esteve sempre presente nas atividades desenvolvidas, numa perspetiva
de constante feedback e sistematização dos conteúdos através das atividades
cooperativas desenvolvidas.
Não sendo possível a intervenção pedagógica final real em contexto escolar, a
reflexão sobre as dinâmicas concretizadas e sobre os contributos, críticas e análise das
aulas simuladas por parte dos professores, orientador, coordenador e colegas
mestrandos, assumiram especial importância, permitindo perspetivar que a aplicação
simulada da aprendizagem cooperativa teria contribuído para incrementar a
participação e o interesse dos alunos, desenvolvendo competências sociais e
cooperativas.
The purpose of this Supervised Teaching Practice report is to study and analyze the role that cooperative work can play in promoting student motivation for a more active participation in the teaching and learning process in Module 9 - Human Resource Management, in a twelfth-year class of the Reception Technician Professional Course. The pedagogical experience took place in the subject of Administration, Accounting and Legislation, at António Sérgio Secondary School - Vila Nova de Gaia. The implemented pedagogical intervention was materialized in the application of the cooperative learning methods STAD - Student Teams Achievement Divisions and Jigsaw, through which we tried to potentiate students' motivation regarding the syllabus and stimulate the development of their social and cooperative skills. Initial questions were used to simultaneously assess and mobilize students' prior knowledge about the themes and create conditions that promoted student/teacher and student/student interaction. The intention to increase student participation in the teaching and learning process was always present in the developed activities, from a perspective of constant feedback and systematization of content through cooperative activities. As it was not possible to have a real pedagogical intervention in a school context, the reflection on the dynamics implemented and on the contributions, criticisms and analysis of the simulated classes by teachers, tutor, coordinator and other master's student colleagues was particularly important, allowing an insight on the simulated application of cooperative learning that would have contributed to increasing student participation and interest, developing social and cooperative skills.
The purpose of this Supervised Teaching Practice report is to study and analyze the role that cooperative work can play in promoting student motivation for a more active participation in the teaching and learning process in Module 9 - Human Resource Management, in a twelfth-year class of the Reception Technician Professional Course. The pedagogical experience took place in the subject of Administration, Accounting and Legislation, at António Sérgio Secondary School - Vila Nova de Gaia. The implemented pedagogical intervention was materialized in the application of the cooperative learning methods STAD - Student Teams Achievement Divisions and Jigsaw, through which we tried to potentiate students' motivation regarding the syllabus and stimulate the development of their social and cooperative skills. Initial questions were used to simultaneously assess and mobilize students' prior knowledge about the themes and create conditions that promoted student/teacher and student/student interaction. The intention to increase student participation in the teaching and learning process was always present in the developed activities, from a perspective of constant feedback and systematization of content through cooperative activities. As it was not possible to have a real pedagogical intervention in a school context, the reflection on the dynamics implemented and on the contributions, criticisms and analysis of the simulated classes by teachers, tutor, coordinator and other master's student colleagues was particularly important, allowing an insight on the simulated application of cooperative learning that would have contributed to increasing student participation and interest, developing social and cooperative skills.
Description
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Economia e de Contabilidade, 2022, Universidade de Lisboa, Instituto de Educação
Keywords
Aprendizagem cooperativa Motivação Ensino profissional Competências sociais Formação integral Relatórios da prática de ensino supervisionada - 2022