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Professores do Século XXI: Desafios para a Garantia da Qualidade no Ensino Superior
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Advisor(s)
Abstract(s)
Numa Era do Conhecimento, o Ensino Superior (ES) assume um
papel central: nele o Conhecimento emerge, quer como processo,
quer como seu produto. Mas, num mundo em constante mudança
e em permanente transformação, o ES não passou incólume à
dinâmica competitiva da sociedade moderna, tendo este vindo a
sofrer várias mudanças, em consonância com o preconizado pela
Declaração de Bolonha e pela criação do Espaço Europeu de
Ensino Superior (EHEA). A literatura aponta para uma ênfase
crescente nos mecanismos de prestação de contas e na nova
gestão pública e, consequentemente, na emergência de
mecanismos de garantia da qualidade.
A avaliação da atividade docente e da sua qualificação assume
especial relevância no ES, na medida em que garante a
qualidade, tanto institucional, como da oferta formativa,
contribuindo por inerência para o bom funcionamento dos próprios
sistemas internos de garantia da qualidade.
Assim, considerando como contexto a EHEA, pretendeu-se
reconhecer, identificar e refletir sobre as diferentes áreas de
atuação das agências europeias associadas à ENQA, focando os
seus alvos de avaliação e os critérios usados para a acreditação.
Este exercício permitiu traçar um mapa de políticas e práticas
europeias de avaliação/acreditação da qualidade nas IES, usando
uma metodologia eminentemente qualitativa, através da técnica
de análise de conteúdo, das missões das agências europeias.
Pretendeu-se ainda centrar a atenção nas Agências que avaliam
e/ou acreditam especificamente o corpo docente.
Analisando concretamente o contexto legal e tutelar em Portugal,
pretendeu-se comparar as políticas e práticas nacionais de
avaliação do corpo docente com as suas congéneres europeias.
Baseado nos dados recolhidos, refletiu-se sobre a importância e
a exequibilidade de conceber e implementar um sistema de
avaliação e/ou certificação da qualidade que foque
especificamente o docente, enquanto ator qualificado (seja
académica, seja profissionalmente), avaliando as mais-valias
para o contexto nacional.
Para complementar esta reflexão, foi levado a cabo um segundo
estudo, considerando as perceções dos próprios docentes em
relação às competências por eles consideradas fundamentais
para a criação de um perfil ideal do Professor do século XXI.
Aproveitando o contexto inédito inerente aos impactos da
pandemia de Covid 19 na Educação, em geral, e no ES em
particular, explorou-se o contraponto entre as competências que
os professores do ES consideravam crucial para a atividade
docente antes e depois da pandemia, reconhecendo as
mudanças percebidas por estes atores. Explorou-se ainda a
perceção dos docentes relativa à importância e a exequibilidade
de um sistema de avaliação e/ou certificação da qualidade que
foque especificamente a carreira docente.
Os resultados foram apresentados, notando-se que as agências
de avaliação e acreditação do Ensino Superior no espaço europeu
seguem as mesmas tendências e orientações. No entanto, o foco na garantia da qualidade do corpo docente parece ter diferentes
abordagens, destacando-se o caso espanhol como o que mais
especifica a forma de acreditar individualmente os docentes do
ensino superior. A exploração da perceção dos docentes
portugueses deixa antever algumas diferenças significativas entre
o que é avaliado internacionalmente, e o que os docentes julgam
ser o perfil ideal do professor do século XXI. Os desafios da
pandemia parecem ter enfatizado competências relacionadas
com a adaptação, a resiliência, o rigor, a criatividade e a
disponibilidade. Em contraposição, perdem preponderância no
perfil do Professor do Sec. XXI pós pandemia as competências
relacionadas com a vocação, a atualização, a paciência, a
flexibilidade, bem como a empatia, a internacionalização e a
autonomia. Surgem novas enfases na polivalência, humildade,
assertividade, motivação e proatividade.
Apresentam-se algumas reflexões sobre perspetivas futuras de
gerir a evolução da garantia da qualidade do corpo docente das
instituições de ensino superior em Portugal.
We are in the Age of Knowledge, where Higher Education (HE) plays a critical role. In the context of higher education, Knowledge emerges as either a process or a product. However, the competitive reality of modern society is already being felt in higher education, which has undergone several changes, in line with the Bologna Process and the European Higher Education Area (EHEA). The literature points to a growing emphasis on accountability mechanisms and new public management and the consequent emergence of quality assurance systems. The assessment of teaching activity and its qualification is especially relevant for higher education. In fact, it guarantees the quality not only of the institutions, but also of the programs, contributing to the proper functioning of the internal quality assurance systems. Thus, bearing in mind the EHEA as a context, this thesis sought to recognize and identify the different actuation areas of the European agencies associated with ENQA, namely regarding their assessment and accreditation targets. This exercise allowed us to draw a map of European policies and practices regarding the assessment/accreditation of quality in HEIs. It was also intended to focus attention on Agencies that specifically assess and/or accredit the teaching staff, adopting a qualitative methodology, through the technique of content analysis of the missions of European agencies. Specifically analyzing the legal context in Portugal, the aim was to compare the national policies and practices for the assessment of the teaching staff with their European counterparts. Based on the collected data, the importance and feasibility of designing and implementing a quality assessment and/or certification system that specifically focuses on the teacher, as a qualified actor (either academic or professional), was reflected on, evaluating the benefits for the national context. The results were presented, verifying that the evaluation and accreditation agencies of Higher Education in the European space follow the same trends and guidelines. However, the focus on guaranteeing the quality of the teaching staff seems to have different approaches, with the Spanish case standing out as the one that most specifies the way to individually accredit higher education teachers. Exploring the perception of Portuguese teachers reveals some significant differences between what is internationally evaluated and what teachers believe to be the ideal profile of the 21st century teacher. The challenges of the pandemic seem to have emphasized skills related to adaptation, resilience, rigor, creativity and availability. In contrast, they lose preponderance in the profile of the Professor of the Sec. XXI postpandemic skills related to vocation, updating, patience, flexibility, as well as empathy, internationalization and autonomy. New emphasis is emerging on versatility, humility, assertiveness, motivation and proactivity. Some reflections are presented on future perspectives of managing the evolution of the quality assurance of the teaching staff of higher education institutions in Portugal.
We are in the Age of Knowledge, where Higher Education (HE) plays a critical role. In the context of higher education, Knowledge emerges as either a process or a product. However, the competitive reality of modern society is already being felt in higher education, which has undergone several changes, in line with the Bologna Process and the European Higher Education Area (EHEA). The literature points to a growing emphasis on accountability mechanisms and new public management and the consequent emergence of quality assurance systems. The assessment of teaching activity and its qualification is especially relevant for higher education. In fact, it guarantees the quality not only of the institutions, but also of the programs, contributing to the proper functioning of the internal quality assurance systems. Thus, bearing in mind the EHEA as a context, this thesis sought to recognize and identify the different actuation areas of the European agencies associated with ENQA, namely regarding their assessment and accreditation targets. This exercise allowed us to draw a map of European policies and practices regarding the assessment/accreditation of quality in HEIs. It was also intended to focus attention on Agencies that specifically assess and/or accredit the teaching staff, adopting a qualitative methodology, through the technique of content analysis of the missions of European agencies. Specifically analyzing the legal context in Portugal, the aim was to compare the national policies and practices for the assessment of the teaching staff with their European counterparts. Based on the collected data, the importance and feasibility of designing and implementing a quality assessment and/or certification system that specifically focuses on the teacher, as a qualified actor (either academic or professional), was reflected on, evaluating the benefits for the national context. The results were presented, verifying that the evaluation and accreditation agencies of Higher Education in the European space follow the same trends and guidelines. However, the focus on guaranteeing the quality of the teaching staff seems to have different approaches, with the Spanish case standing out as the one that most specifies the way to individually accredit higher education teachers. Exploring the perception of Portuguese teachers reveals some significant differences between what is internationally evaluated and what teachers believe to be the ideal profile of the 21st century teacher. The challenges of the pandemic seem to have emphasized skills related to adaptation, resilience, rigor, creativity and availability. In contrast, they lose preponderance in the profile of the Professor of the Sec. XXI postpandemic skills related to vocation, updating, patience, flexibility, as well as empathy, internationalization and autonomy. New emphasis is emerging on versatility, humility, assertiveness, motivation and proactivity. Some reflections are presented on future perspectives of managing the evolution of the quality assurance of the teaching staff of higher education institutions in Portugal.
Description
Keywords
Ensino Superior Gestão da Qualidade Acreditação Docentes Certificação de Docentes Ensino Superior