Portfolio

metacognition tool for teachers in their reflective process in teaching activity

Abstract

After analyzing school dynamics, we have identified various challenges faced by teachers in their daily teaching routine. This finding led to the importance of applying a reflexive process in this routine in order to help teachers know their own learning processes that may enable the development of some skills to widen their observation resources towards their pupils. Therefore, the proposal of an institutional psychopedagogic intervention highlights the construction of teachers´ portfolio along their professional journey in order to keep their search and learning processes. Thus, this approach causes teachers´ self-knowledge making the contact with their pupils closer on the basis of observation and development of activities addressing pupils´ learning modalities.