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Abstract(s)
A entrada em vigor, em 2008, de um modelo de avaliação de desempenho docente
significativamente diferente do anterior gerou um debate acesso em torno das finalidades e
funções da avaliação e dos procedimentos avaliativos propostos.
O novo modelo inseriu-se numa política educativa adepta da monitorização e dos
mecanismos avaliativos com vista à diferenciação de desempenhos, à rentabilização dos
recursos, à prestação de contas, à melhoria, à eficácia e à qualidade.
Em termos de desempenho docente, pretende-se que este objetivo se cumpra pelo
desenvolvimento profissional dos professores, resultante dos processos reflexivos
desencadeados e pela cada vez mais explícita obrigatoriedade de melhoria dos resultados
escolares.
A abordagem ao tema exigiu, numa primeira fase, a compreensão dos pressupostos
teóricos, subjacentes à política educativa que legitima o estado-avaliador bem como dos
pressupostos teóricos que conferem cientificidade aos modelos de avaliação de desempenho
profissional.
Numa segunda fase, o recurso à metodologia qualitativa permitiu satisfazer o
propósito desta investigação, ou seja, perceber como se posicionam os diretores de escolas
face ao fenómeno da avaliação de desempenho docente e ao modelo de avaliação instituído
pelo Decreto Regulamentar nº2/2010, de 23 de junho.
Como principais conclusões, destaca-se que os diretores consideram que a avaliação
de desempenho é muito importante para o desenvolvimento profissional dos professores. No
entanto, tal objetivo está dependente do modelo de avaliação implementado, que deverá ser
muito diferente do modelo do D.R. nº2/2012, de 23 de junho, já que este não promoveu a
melhoria das práticas nem a melhoria dos resultados escolares dos alunos.
The introduction of an assessment model of teachers’ practice, in 2008, which is significantly different from its predecessor has led to a fierce debate on the aims and functions of this assessment as well as on its suggested assessment procedures. The new model was part of an educational policy which stood up for the supervision and the assessment mechanisms aiming at differentiation of practices, profitability of resources, accountability, improvement, effectiveness and quality. As regards teachers’ practice, this aim is intended to be achieved both through the professional development of teachers, as a result of the reflexive processes carried out, and through the more and more explicit compulsoriness to improve the academic results. The approach to this subject demanded, in a first stage, the understanding of theoretical presuppositions linked to the educational policy which legitimates the state as evaluator, as well as the theoretical presuppositions which give scientific certification to the assessment models of professional practice. In a second stage, having resorted to the qualitative methodology has enabled to fulfil the purpose of this research, which means to understand the way the schools’ headteachers position themselves not only towards the phenomenon of the assessment of teachers’ practice but also towards the model established by the law the Decreto Regulamentar nº2/2010 from June 23rd. As main conclusions, one should highlight the fact that the headteachers consider that the assessment of teachers’ practice is rather important for the professional development of teachers. However, such aim is dependent on the assessment model put into practice which should be rather different from the model established by the Decreto Regulamentar nº 2/2010 from June 23rd, since this has neither promoted the improvement of the teaching practices nor the improvement of the students’ academic results.
The introduction of an assessment model of teachers’ practice, in 2008, which is significantly different from its predecessor has led to a fierce debate on the aims and functions of this assessment as well as on its suggested assessment procedures. The new model was part of an educational policy which stood up for the supervision and the assessment mechanisms aiming at differentiation of practices, profitability of resources, accountability, improvement, effectiveness and quality. As regards teachers’ practice, this aim is intended to be achieved both through the professional development of teachers, as a result of the reflexive processes carried out, and through the more and more explicit compulsoriness to improve the academic results. The approach to this subject demanded, in a first stage, the understanding of theoretical presuppositions linked to the educational policy which legitimates the state as evaluator, as well as the theoretical presuppositions which give scientific certification to the assessment models of professional practice. In a second stage, having resorted to the qualitative methodology has enabled to fulfil the purpose of this research, which means to understand the way the schools’ headteachers position themselves not only towards the phenomenon of the assessment of teachers’ practice but also towards the model established by the law the Decreto Regulamentar nº2/2010 from June 23rd. As main conclusions, one should highlight the fact that the headteachers consider that the assessment of teachers’ practice is rather important for the professional development of teachers. However, such aim is dependent on the assessment model put into practice which should be rather different from the model established by the Decreto Regulamentar nº 2/2010 from June 23rd, since this has neither promoted the improvement of the teaching practices nor the improvement of the students’ academic results.
Description
Keywords
Avaliação de desempenho docente Desenvolvimento Profissional Eficácia Prestação de contas Assessment of teachers’ practice Professional development Effectiveness Accountability