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Abstract(s)
Este estudo insere-se na área da Avaliação do Desempenho Docente e da Supervisão Pedagógica e incide sobre a importância da Avaliação do Desempenho Docente e da Supervisão para o desenvolvimento da reflexividade dos professores numa escola que se deseja reflexiva e colaborativa.
O objetivo do nosso estudo consiste em analisar a opinião dos professores avaliadores (internos e externos) e dos professores avaliados sobre a operacionalização da avaliação do desempenho docente (ADD) e a sua articulação com os normativos que a sustentam.
No intuito de cumprirmos o objetivo em causa, optámos por uma abordagem metodológica de natureza quantitativa, sustentada na aplicação de um inquérito por questionário intitulado “Avaliação do Desempenho Docente: atitudes e práticas”.
Através dos resultados obtidos, por meio da aplicação online do referido questionário e pela análise estatística descritiva dos mesmos, constatou-se que na ótica dos participantes neste estudo, as principais conclusões apontam para o facto dos normativos que regem a ADD primarem pelo excesso de burocratização, serem de difícil monitorização e acentuarem constrangimentos, concretamenente, ao nível da interpretação da legislação e da sua operacionalização. Segundo a perceção dos docentes inquiridos, o atual modelo de ADD não contribui de forma significativa para o sucesso da prática pedagógica, nem para a melhoria das aprendizagens dos alunos. Constatamos também que o seu contributo para o desenvolvimento profissional fica muito aquém do que era desejável na ótica dos intervenientes envolvidos no estudo.
This study is part of the Evaluation of Teaching Performance and Pedagogical Supervision and focuses on the importance of Teaching Performance Evaluation and Supervision for the development of teachers' reflexivity in a school that is both reflexive and collaborative. The purpose of our study is to analyze the opinions of both evaluating and evaluated teachers on the operationalization of teachers performance evaluation (DMA) and its articulation with the norms that support it. In order to meet this objective, we opted for a methodological approach of a quantitative nature, based on the application of a questionnaire survey entitled "Evaluation of Teaching Performance: Attitudes and Practices". According to the results obtained, through the online application of this survey and the same descriptive statistical analysis, it was observed that from the perspective of the participants in this study, the main conclusions point to the fact that the regulations governing ADD are based on excessive bureaucratization and are difficult to monitor and accentuate constraints, concretely, in the interpretation of legislation and its operationalization. According to the perception of the teachers interviewed, the current model of ADD does not contribute significantly to the success of the pedagogical practice nor to the improvement and development of the teatchers involved in the process.
This study is part of the Evaluation of Teaching Performance and Pedagogical Supervision and focuses on the importance of Teaching Performance Evaluation and Supervision for the development of teachers' reflexivity in a school that is both reflexive and collaborative. The purpose of our study is to analyze the opinions of both evaluating and evaluated teachers on the operationalization of teachers performance evaluation (DMA) and its articulation with the norms that support it. In order to meet this objective, we opted for a methodological approach of a quantitative nature, based on the application of a questionnaire survey entitled "Evaluation of Teaching Performance: Attitudes and Practices". According to the results obtained, through the online application of this survey and the same descriptive statistical analysis, it was observed that from the perspective of the participants in this study, the main conclusions point to the fact that the regulations governing ADD are based on excessive bureaucratization and are difficult to monitor and accentuate constraints, concretely, in the interpretation of legislation and its operationalization. According to the perception of the teachers interviewed, the current model of ADD does not contribute significantly to the success of the pedagogical practice nor to the improvement and development of the teatchers involved in the process.
Description
Keywords
Escola Educação Avaliação Supervisão Desenvolvimento profissional School Education Evaluation Supervision Professional development