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Abstract(s)
O presente trabalho tem como objetivo não só uma revisão bibliográfica, mas
também uma breve descrição e reflexão sobre a minha prática e o percurso de
aprendizagem que me propus desenvolver ao longo deste Mestrado, enquanto
professora de Inglês do 1º Ciclo. Integra e explora um tema que considero deveras
desafiante pelas potencialidades, limitações e dificuldades inerentes: a Diferenciação
Pedagógica no ensino do Inglês do 1º Ciclo.
Atualmente, nas salas de aula, os professores enfrentam uma população de
estudantes cada vez mais diversificada. Os alunos vêm para a escola com uma gama de
interesses, um passado cultural, uma prontidão académica e estilos de aprendizagem
muito mais amplos.
Cada criança é única e aprende de forma diferente. O professor de Inglês do 1º
Ciclo tem simultaneamente o privilégio e a responsabilidade de trabalhar com
aprendentes com características singulares e ao planificar as aulas deverá promover o
gosto pela aprendizagem da língua e o estabelecimento de uma relação positiva com a
mesma, tendo em conta vários fatores que influenciam a aprendizagem nesta faixa
etária.
Para que todos os alunos tenham sucesso, os professores precisam de encontrar
abordagens pedagógicas que lhes permitam responder às necessidades individuais de
cada aluno. Tal abordagem é a da diferenciação pedagógica.
Este relatório final conjuga não só uma componente mais teórica assim como uma
componente mais descritiva e autorreflexiva do meu trabalho enquanto professora de
Inglês do 1º Ciclo.
The present work aims to describe and reflect on my practice and learning course that I intend to develop throughout this masters as an English teacher. It integrates and explores a theme that I consider really challenging because of the potentialities, limitations and inherent difficulties: Pedagogical Differentiation in the teaching of English to Young Learners. In today’s classrooms, teachers face an increasingly diverse student population. Students come to school with a range of interests, a cultural background, academic readiness and much broader learning styles. Each child is unique and learns differently. The English teacher of young learners has both the privilege and the responsibility to work with learners with unique characteristics and when planning the English lessons, he should promote a taste for learning the language and establish a positive relationship with it, taking into account several factors that influence learning in this age group. For all students to succeed, teachers need to find pedagogical approaches that allow them to respond to the individual needs of each student. Such an approach is that of pedagogical differentiation. This final report then combines not only a more theoretical component as well as a more descriptive component and a self-reflexive component of my work as an English Teacher of Young Learners.
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The present work aims to describe and reflect on my practice and learning course that I intend to develop throughout this masters as an English teacher. It integrates and explores a theme that I consider really challenging because of the potentialities, limitations and inherent difficulties: Pedagogical Differentiation in the teaching of English to Young Learners. In today’s classrooms, teachers face an increasingly diverse student population. Students come to school with a range of interests, a cultural background, academic readiness and much broader learning styles. Each child is unique and learns differently. The English teacher of young learners has both the privilege and the responsibility to work with learners with unique characteristics and when planning the English lessons, he should promote a taste for learning the language and establish a positive relationship with it, taking into account several factors that influence learning in this age group. For all students to succeed, teachers need to find pedagogical approaches that allow them to respond to the individual needs of each student. Such an approach is that of pedagogical differentiation. This final report then combines not only a more theoretical component as well as a more descriptive component and a self-reflexive component of my work as an English Teacher of Young Learners.
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Description
Keywords
Língua estrangeira – Inglês diferenciação planificação avaliação ensino do Inglês aos mais novos Foreign language – English differentiation reflection planning evaluation teaching English to young learners