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Advisor(s)
Abstract(s)
As Escolas têm sido confrontadas com a tentativa de se implementar, no seu interior, processos de Avaliação do Desempenho Docente (ADD) que parecem "negligenciar" e "contrariar" a intencionalidade formativa, de melhoria e de desenvolvimento profissional. Com o objetivo de conhecer a opinião dos docentes (avaliadores internos, externos e avaliados), sobre a operacionalização da ADD e a sua (des)articulação com os normativos que a sustentam e regulam, bem como os seus efeitos no desenvolvimento profissional docente, foi realizada uma investigação quantitativa, descritiva e correlacionai. Os resultados obtidos, através da aplicação de um questionário online {767 respondentes), revelaram que se trata de um processo "fechado sobre si próprio", alicerçado em normativos que não correspondem aos propósitos formativos de acompanhamento e de melhoria da prática profissional.
The schools have been confronted with the attempt to implement the Teacher Performance Evaluation process that seems to "neglect" and "counter" the aim of this formative improvement and professional development. ln this article we intend to present the data obtained, regarding the opinion of teachers (internai, externa! and evaluated), about the path of making the process operational and its (no) articulation with the norms that support and regulate it, as well as its effects on professional teacher development. The results obtained, through the application of an online questionnaire (767 respondents), revealed it is a process "closed on itself", based on norms that do not correspond to the formative purposes of monitoring and improving professional practice.
The schools have been confronted with the attempt to implement the Teacher Performance Evaluation process that seems to "neglect" and "counter" the aim of this formative improvement and professional development. ln this article we intend to present the data obtained, regarding the opinion of teachers (internai, externa! and evaluated), about the path of making the process operational and its (no) articulation with the norms that support and regulate it, as well as its effects on professional teacher development. The results obtained, through the application of an online questionnaire (767 respondents), revealed it is a process "closed on itself", based on norms that do not correspond to the formative purposes of monitoring and improving professional practice.
Description
Keywords
Avaliação Normativos Melhoria Desenvolvimento profissional Evaluation Norm Improvement Professional development