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Advisor(s)
Abstract(s)
O processo de avaliação do desempenho docente é um dos instrumentos importantes para a
busca de uma, cada vez melhor, qualidade do ensino/aprendizagem.
Depois de uma guerra fratricida de mais de 27 anos, Angola vai se reconstruindo. Todos
nós, angolanos, acreditamos que mais do que a reconstrução das infra estruturas é preciso
reconstruir o homem. Esta reconstrução humana passa, também, pelo direito a uma
educação de qualidade. É nesta procura de melhor qualidade de ensino/aprendizagem que
se sustenta a razão do nosso estudo.
Assim, a nossa investigação teve como objetivo analisar as mudanças ocorridas, durante
estes cinco anos, desde o início da implementação do sistema de avaliação do desempenho
docente; que dificuldades têm surgido e com que instrumentos de registo as escolas têm
contado para avaliar os professores.
Considerando os objetivos da nossa pesquisa optamos por realizar um estudo qualitativo e descritivo: um "estudo de caso coletivo" de carácter instrumental na perspetiva de Duarte
(Duarte, 2008). Este estudo de caso coletivo não é uma investigação de amostra mas, sim,
um estudo instrumental; em que um caso particular é examinado para procurar
discernimento/esclarecimento para uma problemática ou teoria.
A recolha de dados foi feita em Angola durantes o ano de 2013 e foram realizadas 12
entrevistas (entre avaliadores e avaliados). Esta técnica foi completada pela análise de
documentos de acordo com a política educativa angolana.
A investigação realizada permitiu concluir que o processo de avaliação do desempenho
docente, apesar das suas fragilidades, tem incentivado para algumas mudanças, no seio da
classe docente, sobretudo a nível ético-deontológico e a nível da prática docente. Contudo,
permanece ainda um logo caminho a percorrer. Na sequência disto, procurando acrescentar
um sentido pragmático ao nosso trabalho, apresentamos algumas recomendações que, no
nosso entender, podem ajudar a melhorar a qualidade do nosso sistema de avaliação de
professores em Angola.
The evaluation process of teachers´ performance is an important instrument in searching good and qualified learning process. Angola is in the process of reconstruction of its infrastructure after 27 years of civil war. Therefore, as Angolan, I acknowledge and expect that reconstruction of men and women attitudes are more important. Human reconstruction also needs the right of performing education process. Thus, my academic reflection is based in the search for good education in the process of learning and teaching. The objective of my research is to reflect on the changes happened in the last five years, from the beginning of the implementation of Angolan Government teacher evaluation performance project. My key question is: what difficulties have outcome and what instruments Angolan schools have adopted for such evaluation? In view of this, I have adopted the qualitative and descriptive methods. To do so, I have carried out a collective case study of instrumental character in the Duarte's perspective (Duarte, 2008). It is important to clarify that this case study is not an inquiry to show a result from a show. My plan is based in carrying out an instrumental study where a particular case was examined to look for a judgment in order to clarify one problem or a theory. The collection of data was done in Angola, in 2013. I have interviewed twelve people (examiniers and examined). This procedure was completed through documents' analysis according to the Angolan educative policy. The research has allowed me to conclude that despite its weakness, teacher's evaluation performance process is bringing some changes within teachers team work. One can observe it from ethic and deontological point of view. However, there is a long way to go. This is the reason why I have added, at the end of this academic research, some recommendations that may help to improve the quality of teacher´s performance system in Angola.
The evaluation process of teachers´ performance is an important instrument in searching good and qualified learning process. Angola is in the process of reconstruction of its infrastructure after 27 years of civil war. Therefore, as Angolan, I acknowledge and expect that reconstruction of men and women attitudes are more important. Human reconstruction also needs the right of performing education process. Thus, my academic reflection is based in the search for good education in the process of learning and teaching. The objective of my research is to reflect on the changes happened in the last five years, from the beginning of the implementation of Angolan Government teacher evaluation performance project. My key question is: what difficulties have outcome and what instruments Angolan schools have adopted for such evaluation? In view of this, I have adopted the qualitative and descriptive methods. To do so, I have carried out a collective case study of instrumental character in the Duarte's perspective (Duarte, 2008). It is important to clarify that this case study is not an inquiry to show a result from a show. My plan is based in carrying out an instrumental study where a particular case was examined to look for a judgment in order to clarify one problem or a theory. The collection of data was done in Angola, in 2013. I have interviewed twelve people (examiniers and examined). This procedure was completed through documents' analysis according to the Angolan educative policy. The research has allowed me to conclude that despite its weakness, teacher's evaluation performance process is bringing some changes within teachers team work. One can observe it from ethic and deontological point of view. However, there is a long way to go. This is the reason why I have added, at the end of this academic research, some recommendations that may help to improve the quality of teacher´s performance system in Angola.
Description
Keywords
Avaliação Desempenho Docente Processo Sistema Evaluation Performance Teacher Process System