Advisor(s)
Abstract(s)
Num tempo de intranquilidade, insatisfação e sobretudo desconfiança dos professores portugueses sobre uma reforma no sistema de supervisão pedagógica e avaliação docente, este trabalho pretende encontrar o sentido e o significado destas duas práticas de autorregulação profissional e institucional para os docentes.
Partindo da literatura que suporta estas práticas, da experiência da autora e da leitura das entrevistas efetuadas, esta investigação vai tentar perceber se a compreensão da importância da supervisão e da avaliação docentes e por isso sua abertura à reconstrução profissional, depende do conhecimento teórico e objetivo dos seus fundamentos e, sobretudo, se a sua insegurança e, por vezes rejeição, depende da estranheza e do desconhecimento conceptual dos alicerces em que se fundam as práticas de supervisão e avaliação docentes.
In a time of unrest, dissatisfaction and particular distrust of Portuguese teachers about a reform in the system of pedagogical supervision and teaching evaluation, this work aims to find the meaning and significance of these two self-regulatory professional and institutional practices for teachers. Bearing in mind the literature that supports these practices, the author's experience and the reading of the interviews conducted, this research will attempt to realize if the understanding of the importance of supervision and evaluation of teachers and consequently their opening to professional reconstruction, depends on the theoretical knowledge and objetive reasons, or if their insecurity and sometimes rejection, depends on the strangeness and unfamiliarity of conceptual foundations that grounds supervisory practices and evaluating teachers.
In a time of unrest, dissatisfaction and particular distrust of Portuguese teachers about a reform in the system of pedagogical supervision and teaching evaluation, this work aims to find the meaning and significance of these two self-regulatory professional and institutional practices for teachers. Bearing in mind the literature that supports these practices, the author's experience and the reading of the interviews conducted, this research will attempt to realize if the understanding of the importance of supervision and evaluation of teachers and consequently their opening to professional reconstruction, depends on the theoretical knowledge and objetive reasons, or if their insecurity and sometimes rejection, depends on the strangeness and unfamiliarity of conceptual foundations that grounds supervisory practices and evaluating teachers.