Advisor(s)
Abstract(s)
As sucessivas alterações de que tem sido alvo o estatuto da carreira docente e, num plano mais específico, as iniciativas políticas relativas à supervisão e à avaliação do desempenho docente, intensificaram a discussão acerca dos objetivos, dos protagonistas e dos métodos associados a esses conceitos.
O desenvolvimento profissional do professor tem-se mostrado imprescindível, dadas as mudanças no currículo, nas abordagens de ensino e nas condições de trabalho, e é segundo Day (2001: 39): “ (…) o processo através do qual os docentes, sozinhos e em conjunto com os outros, revêem e valorizam o seu papel como construtores críticos do conhecimento e das competências ao longo da sua vida.” O estatuto da carreira docente tem vindo a realçar a importância das três modalidades de formação, inicial, contínua e especializada, destacando a formação especializada como aquela que deve qualificar os docentes para o desempenho de cargos, funções ou atividades educativas especializadas, conferindo um diploma ou grau académico que constitui uma habilitação profissional. A especialização dos professores surge, assim, numa tentativa de dar resposta adequada à diversificação das tarefas docentes, consequência das novas exigências da escola de massas, bem como, munir os docentes de novas competências que permitam uma atuação mais profissional e eficaz.
Este trabalho teve como principal objetivo a análise da importância dos processos de supervisão pedagógica, quer na formação dos professores, quer na avaliação de desempenho docente, passando por uma reflexão, à luz dos modelos teóricos, sobre as temáticas relativas à supervisão.
Ao longo de um percurso dedicado à docência e à gestão escolar penso ter adquirido uma visão privilegiada das constantes mudanças na educação, que me tem permitido assumir uma atitude colaborativa, inovadora e facilitadora do trabalho desenvolvido ao nível das diferentes estruturas da escola, por forma a melhorar a qualidade do ensino e os resultados escolares.
Esta reflexão enquadra-se numa perspetiva de uma valorização profissional, uma vez que a aposta na qualificação dos recursos humanos será, naturalmente, uma mais-valia no desempenho dos diferentes atores.
A number of changes have been applied to the teaching profession relative to government policies regarding teaching supervision and performance evaluation. These changes intensified the discussion about the related subjects, objectives, actors and corresponding methods. Teachers’ professional development has been proved to be vital. Following the courses amendments, teaching approach and workplace conditions, it is, according to Day (2001: 39): “(…) the process by which the teachers, alone or in group, reflect and value their role as constructors of knowledge and skill throughout their lives.” The teaching profession has been stressing the importance of the three forms of training: initial, lifelong and specialized. Being the latter highlighted as the one that should qualify teachers for specialized and education related tasks, conferring itself an academic degree. Teacher specialization arises in an attempt to give adequate response to the broad array of nowadays’ school tasks as well as equipping them with new skills that enable a more efficient teaching. This study aimed to analyze the significance of teaching supervision, both in teacher training and performance evaluation, bearing in mind supervision theory models. Over a career course dedicated to teaching and school management, I believe having acquired an inside look of the frequent and ongoing changes to the education model. This fact has allowed me to take a cooperative and innovative stance about the work developed in different fields relating school management, allowing an improvement in teaching standards and school performance. This reflection is part of a career valuation work, taking into consideration the improvement of the human factor in the resulting performance of different related actors.
A number of changes have been applied to the teaching profession relative to government policies regarding teaching supervision and performance evaluation. These changes intensified the discussion about the related subjects, objectives, actors and corresponding methods. Teachers’ professional development has been proved to be vital. Following the courses amendments, teaching approach and workplace conditions, it is, according to Day (2001: 39): “(…) the process by which the teachers, alone or in group, reflect and value their role as constructors of knowledge and skill throughout their lives.” The teaching profession has been stressing the importance of the three forms of training: initial, lifelong and specialized. Being the latter highlighted as the one that should qualify teachers for specialized and education related tasks, conferring itself an academic degree. Teacher specialization arises in an attempt to give adequate response to the broad array of nowadays’ school tasks as well as equipping them with new skills that enable a more efficient teaching. This study aimed to analyze the significance of teaching supervision, both in teacher training and performance evaluation, bearing in mind supervision theory models. Over a career course dedicated to teaching and school management, I believe having acquired an inside look of the frequent and ongoing changes to the education model. This fact has allowed me to take a cooperative and innovative stance about the work developed in different fields relating school management, allowing an improvement in teaching standards and school performance. This reflection is part of a career valuation work, taking into consideration the improvement of the human factor in the resulting performance of different related actors.
Description
Keywords
Formação inicial Identidade profissional Supervisão pedagógica Prática pedagógica reflexiva Avaliação de desempenho Initial training Professional identity Teaching supervision Reflective teaching practice Performance evaluation