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Advisor(s)
Abstract(s)
O presente estudo pretende promover uma reflexão sobre a avaliação de desempenho docente e em particular sobre o seu dispositivo de avaliação externa, visando encontrar caminhos percecionados mais consentâneos com os objetivos legalmente preconizados com uma prática avaliativa de caráter supervisivo que anunciam. Procederemos a uma abordagem da evolução e atualidade da avaliação, em particular, no que concerne à avaliação de desempenho docente, bem como da supervisão enquanto prática promotora de objetivos enunciados pela lei. Abordaremos ainda o perfil do supervisor que o conceito de supervisão preconiza e os papeis que avaliador e avaliado têm e perspetivam.
O atual modelo de ADD em implementação nas escolas públicas de ensino não superior, previsto na alteração ao Estatuto da Carreira Docente, Decreto-Lei nº 41/2012 de 21 de fevereiro, e definido através do Decreto Regulamentar nº 26/2012, de 21 de fevereiro, é a razão do presente estudo consubstanciado nas perceções de avaliados, avaliadores externos e formador das ações de formação realizadas. No âmbito da investigação desenvolvida foi conduzido um estudo empírico de natureza qualitativa, com recurso à técnica de entrevista semiestruturada, cuja informação recolhida nas transcrições foi alvo de uma análise de conteúdo através de categorização e codificação.
Em resultado do estudo realizado constatamos algumas conclusões das quais destacamos as seguintes:1. A observação de aulas é percecionada enquanto procedimento de uma prática continuada, promotora de reflexão dialógica entre avaliado e avaliadores, configurando assim um processo formativo assente na colaboração entre docentes (pares) e que visa o desenvolvimento pessoal e a melhoria do processo ensino aprendizagem; 2. É percecionada a melhoria do desempenho profissional por via da ADD nos momentos de observação de aulas e em consequência do acompanhamento, do apoio e de um reforço positivo que o avaliador externo dá ao avaliado;3. os dois momentos de observação de aulas e o relatório de autoavaliação são ambos considerados insuficientes e até ineficazes para avaliar as diferentes dimensões do trabalho do professor; 4. Os docentes avaliados consideram que outras componentes do seu trabalho dentro da organização escola, deverão ser tidas em conta no processo de avaliação; 5. Os entrevistados avaliados e avaliadores externos reconhecem na OA a existência de uma relação prévia com o outro (avaliador e avaliado); 6. Os entrevistados referem a necessidade de frequentarem formação contínua especifica sobre a ADD/OA essencialmente para um aprofundamento dos conhecimentos sobre o sistema de avaliação de desempenho, os seus instrumentos e procedimentos e sobre o papel de cada um no processo.
The present study aims to promote a reflection on the evaluation of teaching performance and in particular on the external evaluation device, aiming at finding perceived paths more in line with the goals, legally recommended, with a supervisory evaluation practice that they announce. We will analyze the evolution and current state of the evaluation, in particular, regarding the evaluation of teaching performance, as well as supervision as a practice that promotes the goals set by the law. We will also address the supervisor's profile that the supervisory concept advocates and the roles that evaluator and evaluated have and prospect. The method of teacher evaluation currently in use at Portuguese basic public schools, as enacted in the revision of the Estatuto da Carreira Docente, Decreto-Lei nº 41/2012, February 21st, and established by the Decreto Regulamentar nº 26/2012, February 21st, is the theme of the present study united with the views and thoughts of those evaluated, external evaluators and professional development co-ordinators alike. During the investigation, a qualitative empirical method was used, along with semi-structured interviews and later the content of the information gathered through coding and categorizing strategies was analysed. The conclusions reached in this study are the following: 1. Classroom observation is perceived as a continuous practice which promotes a dialogic reflection between the observer and the observed, thus creating a formative process based in teacher (peer) collaboration that aims at personal development and the improvement of the learning-teaching process; 2. Teachers perceive an improvement in their professional development through the method of teacher evaluation in the classroom observation moments and as a consequence of the supervision, support and positive reinforcement given to the teachers by the external evaluators; 3. The only two moments of classroom observation and the self-evaluation form are considered both insufficient and ineffective to evaluate the different dimensions of a teacher’s work; 4. The evaluated teachers consider they should also be evaluated by the other components of their work inside a school; 5. Both evaluated teachers and external evaluators alike recognise there is a previous relationship with each other in classroom observation; 6. The interviewed teacher refer the need to attend specific professional development sessions about the method of teacher evaluation and classroom observation, which are considered essential to deepen their knowledge about the teacher evaluation system, its tools and procedures and about each other’s role in the process.
The present study aims to promote a reflection on the evaluation of teaching performance and in particular on the external evaluation device, aiming at finding perceived paths more in line with the goals, legally recommended, with a supervisory evaluation practice that they announce. We will analyze the evolution and current state of the evaluation, in particular, regarding the evaluation of teaching performance, as well as supervision as a practice that promotes the goals set by the law. We will also address the supervisor's profile that the supervisory concept advocates and the roles that evaluator and evaluated have and prospect. The method of teacher evaluation currently in use at Portuguese basic public schools, as enacted in the revision of the Estatuto da Carreira Docente, Decreto-Lei nº 41/2012, February 21st, and established by the Decreto Regulamentar nº 26/2012, February 21st, is the theme of the present study united with the views and thoughts of those evaluated, external evaluators and professional development co-ordinators alike. During the investigation, a qualitative empirical method was used, along with semi-structured interviews and later the content of the information gathered through coding and categorizing strategies was analysed. The conclusions reached in this study are the following: 1. Classroom observation is perceived as a continuous practice which promotes a dialogic reflection between the observer and the observed, thus creating a formative process based in teacher (peer) collaboration that aims at personal development and the improvement of the learning-teaching process; 2. Teachers perceive an improvement in their professional development through the method of teacher evaluation in the classroom observation moments and as a consequence of the supervision, support and positive reinforcement given to the teachers by the external evaluators; 3. The only two moments of classroom observation and the self-evaluation form are considered both insufficient and ineffective to evaluate the different dimensions of a teacher’s work; 4. The evaluated teachers consider they should also be evaluated by the other components of their work inside a school; 5. Both evaluated teachers and external evaluators alike recognise there is a previous relationship with each other in classroom observation; 6. The interviewed teacher refer the need to attend specific professional development sessions about the method of teacher evaluation and classroom observation, which are considered essential to deepen their knowledge about the teacher evaluation system, its tools and procedures and about each other’s role in the process.
Description
Keywords
Avaliação de Desempenho Docente Desempenho Profissional. Desenvolvimento Profissional Diálogo Observação de Aulas Progressão Reflexão