DIGITALTHE INTEGRATION OF TEACHING RESOURCES IN THE CONTEXT OF THE SUPERVISED TEACHING PRACTICE IN PRESCHOOL EDUCATION
Universidade de Trás-os-Montes e Alto Douro (PORTUGAL)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 9257-9265
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.2300
Publication year: 2019
Pages: 9257-9265
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.2300
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
Dates: 1-3 July, 2019
Location: Palma, Spain
Abstract:
The training of kindergarten teachers in Portugal is carried out in two ways: a master's degree in Pre-school education or a master's program in which pre-school education and the 1st cycle of basic education are articulated (master's degree in education Pre-School and teaching of the 1st Cycle of Basic Education).Within the framework of the competences that students are expected to develop throughout their training, special attention is given to the issue of integration of teaching resources in three areas they will have to work in as future kindergarten teachers: the areas of personal and social development, communication and expression and world knowledge.
In this work, we present a study conducted in the context of supervised teaching practice (internship) in Pre-School Education of the Master's Degree in Pre-school Education and teaching of 1st Cycle of Basic Education. It took place in a public teaching institution in the North of Portugal, in the academic year 2016/17, with the participation of fifteen trainees. Looking to work in a balanced way all content areas, we consider that the main objective of this research is, to evaluate the performance of future kindergarten teachers regarding integration of teaching resources in these three areas, with the support of the legal documents that regulate Pre-school Education, in particular, the Curricular Guidelines for Pre-school Education.
The methodology adopted was qualitative following a case study design, and the data collection instruments were the non-participant observation, document analysis and the portfolios that each of the students developed during the internship. As a technique of data analysis, we chose content analysis that allowed us to define categories of analysis in the corpus.
In general, the results point to an integration of the educational resources very carefully and systematically, along the tasks performed in the various content areas, showing a very structured and adequate educational practice on the part of the trainees.