| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.4 MB | Adobe PDF |
Orientador(es)
Resumo(s)
Atualmente, a maioria dos especialistas em educação partilha a perspetiva de que a avaliação do desempenho docente deve constituir um meio de desenvolvimento pessoal, profissional e institucional, no sentido da melhoria das práticas docentes e da ação educativa das escolas, permitindo a estas responder publicamente às exigências sociais e políticas em termos de qualidade das aprendizagens dos alunos e dos seus resultados escolares e educativos. Esta melhoria, a partir da implementação integrada de sistemas e modelos de avaliação de desempenho docente de qualidade, deve ancorar-se em processos supervisivos que promovam uma cultura escolar de reflexividade partilhada.
O propósito deste trabalho foi conhecer o modo como os docentes de três escolas de secundárias de uma cidade do centro do país percecionaram o processo de avaliação do desempenho docente do biénio 2009/2011.
Pudemos concluir que, sob ponto de vista do desenvolvimento pessoal, profissional e institucional, não se revelou um processo útil, tendo resvalado para um procedimento burocrático e administrativo que não teve reflexos positivos na melhoria das suas práticas e da organização do seu trabalho.
Currently, most of the specialists in education share the perspective that the teaching performance evaluation should constitute a means of personal, professional and institutional development, in the sense of the improvement of the teaching practices and the educational action of the schools, allowing these to respond publicly to the social and political demands in terms of the quality of what the students have learned and their school and educational results. This improvement, through the integrated implementation of systems and models for teaching performance evaluation, should be anchored in supervisory processes that promote a school culture of shared reflexivity. The objective of this work was to know how the teachers of three high schools of a city in the center of the country perceived the process of evaluation of the teaching performance of the 2009/2011 biennium. We could conclude that from a personal, professional and institutional development point of view, a useful process has not been revealed and has been evaluated for a bureaucratic and administrative procedure which has not generally had positive effects on its practices and the organization of its work.
Currently, most of the specialists in education share the perspective that the teaching performance evaluation should constitute a means of personal, professional and institutional development, in the sense of the improvement of the teaching practices and the educational action of the schools, allowing these to respond publicly to the social and political demands in terms of the quality of what the students have learned and their school and educational results. This improvement, through the integrated implementation of systems and models for teaching performance evaluation, should be anchored in supervisory processes that promote a school culture of shared reflexivity. The objective of this work was to know how the teachers of three high schools of a city in the center of the country perceived the process of evaluation of the teaching performance of the 2009/2011 biennium. We could conclude that from a personal, professional and institutional development point of view, a useful process has not been revealed and has been evaluated for a bureaucratic and administrative procedure which has not generally had positive effects on its practices and the organization of its work.
Descrição
Palavras-chave
Avaliação do desempenho docente Supervisão Desenvolvimento profissional Desenvolvimento institucional Teaching performance evaluation Supervision Professional development Institutional development