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Aprender ensinando numa turma de economia : aplicação da estratégia de tutoria entre pares numa turma de 10º ano
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Resumo(s)
Quando se aprende algo aprende-se porque faz sentido, se assim não for não há aprendizagem mas sim memorização, ou seja, para aprender tem que haver predisposição, tem que haver motivação.
O ato de ensinar é uma motivação e pressupõe a existência de domínio dos conteúdos que se ensinam, o que implica um esforço continuo de aprender na tentativa de realizar com sucesso esta tarefa. Se esta for uma prática continuada, a aprendizagem acaba por se dar de uma forma consciente, metódica, sistematizada, reflexiva e regulada.
Partindo do princípio que cada vez que se ensina alguma coisa a alguém também se aprende, ou/e até se aprende com mais significado, o presente relatório pretende descrever o trabalho realizado pela autora durante a Prática de Ensino Supervisionada na Escola Secundária Eça de Queirós, em Lisboa, usando a referida abordagem.
O trabalho foi desenvolvido uma turma do 10.º ano de escolaridade do curso científico-humanístico de ciências socioeconómicas. Consistiu na lecionação na lecionação de seis aulas, da disciplina de Economia A. As aulas lecionadas trataram a unidade 6 – Rendimentos e repartição de rendimentos. A recolha de dados foi efetuada através da observação registada no, em grelhas de observação e de questionários
Os resultados evidenciam que para quase todos os alunos, a experiência de ensinar foi trabalhosa mas positiva. Para a maior parte dos alunos é uma forma de se empenharem mais e de se envolverem mais ativamente.
When something is learned, it is learned because it makes sense. If it does not go like this, there is no learning but memorization, that is, there has to be a predisposition to learn, there has to be motivation. The act of teaching is a motivation and presumes the domain of the contents in which you were trained, what implicates a continuous effort of learning in the attempt of accomplishing the task successfully. If this turns out as continuous practice, the learning ultimately ends in a conscious, methodical, systematized, reflexive and regulated way. Assuming that every time that you teach something to someone you also learn, or even learn more meaningfully, the content of this report intends to describe the work accomplished by the author during the Practice of Supervised Teaching in Escola Eça de Queirós, in Lisbon, using the referred approach. The work was developed with a group of 10th grade students of the scientific-humanistic of socio economical sciences course. It consisted in the teaching of six lessons in the subject of Economics A. The taught lessons had the unit 6 for theme – “Incomes and partition of incomes.” The Data Collection was made through registered observations in the field diary, in observation grills and applied questionnaires. The results for almost all students show that the experience of teaching was difficult but positive. For most of the students it was a way to engage and involve more actively in the process of Peer Tutoring.
When something is learned, it is learned because it makes sense. If it does not go like this, there is no learning but memorization, that is, there has to be a predisposition to learn, there has to be motivation. The act of teaching is a motivation and presumes the domain of the contents in which you were trained, what implicates a continuous effort of learning in the attempt of accomplishing the task successfully. If this turns out as continuous practice, the learning ultimately ends in a conscious, methodical, systematized, reflexive and regulated way. Assuming that every time that you teach something to someone you also learn, or even learn more meaningfully, the content of this report intends to describe the work accomplished by the author during the Practice of Supervised Teaching in Escola Eça de Queirós, in Lisbon, using the referred approach. The work was developed with a group of 10th grade students of the scientific-humanistic of socio economical sciences course. It consisted in the teaching of six lessons in the subject of Economics A. The taught lessons had the unit 6 for theme – “Incomes and partition of incomes.” The Data Collection was made through registered observations in the field diary, in observation grills and applied questionnaires. The results for almost all students show that the experience of teaching was difficult but positive. For most of the students it was a way to engage and involve more actively in the process of Peer Tutoring.
Descrição
Relatório da prática de ensino supervisionada, Mestrado em Ensino da Economia e Contabilidade, Universidade de Lisboa, 2014
Palavras-chave
Aprendizagem escolar Estratégias metacognitivas Autorregulação Tutoria Relatórios da prática de ensino supervisionada - 2014