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Abstract(s)
Perante a acelerada transformação da sociedade, as organizações escolares encontram-se num processo de adaptação permanente, no qual lhes é requerida maior eficácia e eficiência da ação, no sentido de responderem às necessidades e expetativas dos seus stakeholders, cada vez mais exigentes. Por conseguinte, recorrem à avaliação, nomeadamente dos professores, como ferramenta indispensável para a concretização da qualidade dos seus processos e procedimentos, com vista à melhoria contínua, que culminará na excelência.
Neste seguimento, a avaliação ao desencadear um processo de reflexão crítica/ reflexiva, surge como estratégia imperativa de ação para a melhoria do desempenho e eficácia do professor e, consequentemente da organização escola. Todavia, a sua implementação tem gerado grande tensão entre determinados intervenientes, que colocam em causa a essência, a credibilidade, bem como a eficácia do processo.
Com a presente investigação, no âmbito do Mestrado em Ciências da Educação, especialização em Supervisão Pedagógica e Avaliação de Docentes, e recorrendo à metodologia de estudo de caso, pretendeu-se analisar e comparar as diferentes perceções sobre os processos de avaliação de desempenho docente, em organizações escolares públicas e privadas, situadas na região de Entre Douro e Vouga. Após a análise dos dados, procurou-se identificar as eventuais causas explicativas da divergência de posição de cada interveniente face ao processo de avaliação de desempenho, bem como enumerar possíveis áreas de intervenção passíveis de alterar essa realidade.
Em suma, decorrente da investigação realizada, constatou-se que os intervenientes reconhecem a importância e a necessidade, que transcende a exigência legal, da avaliação de desempenho docente. Contudo, a cultura organizacional inerente à organização pública, desencadeia um processo de rejeição da avaliação sumativa por parte dos professores, por esta vincular uma imagem distorcida destes e da própria organização escola. Assim, pelo papel preponderante que estes desempenham na sociedade, é urgente desencadear a mudança!
Given the rapid transformation of society, school organizations are in a continuous adaptation process, which requires them more effectiveness and efficiency of action in order to meet the needs and expectations of its stakeholders, who are increasingly demanding. Therefore, they turn to evaluation, namely of teachers, as a necessary tool to achieve the quality of its processes and procedures, as a way to continuously improve and achieve excellency. As evaluation triggers a process of critical and reflective thinking, it emerges as an imperative strategy to improve the performance and effectiveness of teachers and consequently of school organization. However, its implementation has generated great tension between certain interveners, which puts into question the essence, the credibility as well as the effectiveness of the process. With this research, under the Masters of Educational Sciences - Major in Educational Supervision and Teacher's Assessment, using the methodology of case study, we sought to analyse and compare the different perceptions on the process of evaluating teacher's performance, in public and private schools, located in the region of Entre Douro e Vouga. After data analise, we tried to identify possible explanatory causes of the divergence of each participant position over the performance appraisal process as well as enumerate possible areas of intervention likely to change this reality. In short, as a result of this investigation, it was found that the participants recognize the importance and necessity, beyond the legal requirement, of teacher's performance assessment. However, the organizational culture inherent to the public organization, triggers a process of rejection of summative assessment, by the teachers, as it leads to a distorted picture of them and of school organization. Thus, as they play such an important role in our society, it is urgent to unleash change!
Given the rapid transformation of society, school organizations are in a continuous adaptation process, which requires them more effectiveness and efficiency of action in order to meet the needs and expectations of its stakeholders, who are increasingly demanding. Therefore, they turn to evaluation, namely of teachers, as a necessary tool to achieve the quality of its processes and procedures, as a way to continuously improve and achieve excellency. As evaluation triggers a process of critical and reflective thinking, it emerges as an imperative strategy to improve the performance and effectiveness of teachers and consequently of school organization. However, its implementation has generated great tension between certain interveners, which puts into question the essence, the credibility as well as the effectiveness of the process. With this research, under the Masters of Educational Sciences - Major in Educational Supervision and Teacher's Assessment, using the methodology of case study, we sought to analyse and compare the different perceptions on the process of evaluating teacher's performance, in public and private schools, located in the region of Entre Douro e Vouga. After data analise, we tried to identify possible explanatory causes of the divergence of each participant position over the performance appraisal process as well as enumerate possible areas of intervention likely to change this reality. In short, as a result of this investigation, it was found that the participants recognize the importance and necessity, beyond the legal requirement, of teacher's performance assessment. However, the organizational culture inherent to the public organization, triggers a process of rejection of summative assessment, by the teachers, as it leads to a distorted picture of them and of school organization. Thus, as they play such an important role in our society, it is urgent to unleash change!
Description
Keywords
Qualidade Excelência Avaliação de desempenho docente Quality Excellence Teacher’s performance assessment