Authors
Ribeiro, Célia
Advisor(s)
Abstract(s)
A supervisão pedagógica é considerada, por muitos autores e legisladores, como uma mais-valia e um contributo imprescindível para o crescimento e (re)qualificação das organizações escolares, bem como para a melhoria contínua do serviço educativo que prestam.
Assim, deverá ser encarada como uma ferramenta pedagógica ao serviço dos professores, ao longo de toda a sua carreira (formação contínua), bem como da organização escolar, promovendo, no seu interior, uma abordagem reflexiva e dialogante entre todos os atores educativos: escola aprendente.
Os dados apresentados evidenciam que a supervisão deve ser concebida como um instrumento de formação ao longo da vida, que potencializa a inovação, a autonomia e o crescimento profissional dos professores, consubstanciada numa aprendizagem que, apesar de possuir uma vertente individual (autorreflexão, autoavaliação, autoformação,…), deverá focalizar-se num contexto coletivo de partilha de saberes, de experiências, de vivências, caminhando, desta forma, para a promoção de uma escola reflexiva e detentora de professores igualmente reflexivos.
A Avaliação de Desempenho Docente (ADD) deve ser concebida como mais um processo de aprendizagem, de melhoria e de crescimento profissional, onde a supervisão surge como uma ferramenta ao serviço dessa melhoria e crescimento profissional.
Educational supervision is considered by many authors and lawmakers, as an asset and an essential contribution to the growth and (re)qualification of school organizations, as well as to the continuous improvement of the educational service it provides. Therefore, it should be understood as an educational tool at the service of teachers throughout their career (lifelong training), along with the school organization, promoting within a reflective thinking and a dialoguing approach, among all educational stakeholders towards a learning school. By performing their purposes, they should apply the standard(s), the setting(s) and the supervision style(s) they realize as filling the needs and uniqueness of each teacher/school organization, always within an environment of action-thought that upholds learning and the improvement of the educational action of all the interlocutors. Every supervising action (including teachers’ performance assessment (ADD) should be applied within processes where supervision and appraisal go "side by side", making synergies and complement, in favour of development and improvement of the educational service that the organization provides (to the students and to all of its professionals). The presented data proves that supervision should be designed as an instrument of lifelong training, that enhances innovation, teachers autonomy and professional growth, based on learning that, despite having an individual side (self-thinking, self-assessment, self-training ...), should be focused in a context of collective sharing of know-hows, of practices, of life-experiences, thus evolving the promotion of a thinking school which holds equally thinking teachers. Teacher’s assessment must also be considered as another learning, improvement and professional growth process, where educational monitoring appears as a tool in service of that same improvement and professional growth.
Educational supervision is considered by many authors and lawmakers, as an asset and an essential contribution to the growth and (re)qualification of school organizations, as well as to the continuous improvement of the educational service it provides. Therefore, it should be understood as an educational tool at the service of teachers throughout their career (lifelong training), along with the school organization, promoting within a reflective thinking and a dialoguing approach, among all educational stakeholders towards a learning school. By performing their purposes, they should apply the standard(s), the setting(s) and the supervision style(s) they realize as filling the needs and uniqueness of each teacher/school organization, always within an environment of action-thought that upholds learning and the improvement of the educational action of all the interlocutors. Every supervising action (including teachers’ performance assessment (ADD) should be applied within processes where supervision and appraisal go "side by side", making synergies and complement, in favour of development and improvement of the educational service that the organization provides (to the students and to all of its professionals). The presented data proves that supervision should be designed as an instrument of lifelong training, that enhances innovation, teachers autonomy and professional growth, based on learning that, despite having an individual side (self-thinking, self-assessment, self-training ...), should be focused in a context of collective sharing of know-hows, of practices, of life-experiences, thus evolving the promotion of a thinking school which holds equally thinking teachers. Teacher’s assessment must also be considered as another learning, improvement and professional growth process, where educational monitoring appears as a tool in service of that same improvement and professional growth.
Description
Keywords
Organização aprendente Escola reflexiva Supervisão pedagógica Formação Melhoria Avaliação Desenvolvimento profissional Learning organisation Thinking school Educational supervision Training Improvement Assessment Professional development
Citation
DIAS, Paula Arnaud; RIBEIRO, Célia - Supervisão pedagógica e crescimento profissional no processo de avaliação de desempenho docente. Gestão e Desenvolvimento. Viseu. ISSN 0872-556X. Nº 23 (2015), p. 125-154.
Publisher
Universidade Católica Portuguesa