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Contributo da avaliazação do desempenho docente para o desenvolvimento pessoal e profissional: um estudo exploratório
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| 1.49 MB | Adobe PDF |
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Abstract(s)
No ano letivo de 2007/2008 foi introduzido um novo modelo de avaliação do desempenho do pessoal docente, mais exigente que o anterior, que incide sobre toda a atividade desenvolvida pelos professores e recorre a uma diversidade de fontes de informação. Este modelo visa contribuir para a melhoria do serviço educativo e, simultaneamente, proporcionar orientações para o desenvolvimento pessoal e profissional no quadro de um sistema de reconhecimento do mérito e da excelência.
Este contexto determinou a realização deste estudo de carácter exploratório, com o objetivo central de compreender em que medida o novo modelo de avaliação de desempenho docente tem contribuído para o desenvolvimento pessoal e profissional dos docentes avaliados.
A metodologia adotada baseou-se numa abordagem mista de cariz qualitativo e quantitativo. Como técnicas de recolha de dados utilizou-se a entrevista individual semi-estruturada e o questionário escrito, que foram posteriormente submetidos à análise de conteúdo e ao tratamento estatístico, respetivamente.
Os resultados obtidos revelaram que os professores que participaram neste estudo concordam com a avaliação do desempenho, essencialmente na sua dimensão formativa, como forma de promover o desenvolvimento profissional, mas consideraram que o modelo aplicado apresentou vários aspetos negativos e provocou tensões nas relações pessoais e profissionais entre os docentes, que destabilizaram o clima da escola. Este estudo permitiu ainda concluir que o novo sistema de avaliação contribuiu para o aumento da reflexão crítica sobre a atividade letiva e incentivou a atualização e a formação profissional, mas não contribuiu para melhorar a motivação dos docentes, não estimulou ambientes de trabalho colaborativo e não promoveu melhoria significativa das práticas pedagógicas.
In the academic year of 2007/2008 a new model of teacher performance assessment was introduced. This new model is more demanding than the previous one, focuses on all the activities undertaken by teachers, and uses a variety of sources of information. This model attempts to contribute to the improvement of the educational service and to set guidelines for personal and professional development in the framework of a system that acknowledges merit and excellence. This is the context that determined the undertaking of this exploratory study aimed at understanding how this model of performance assessment has contributed to the personal and professional development of the teachers assessed. The methodology used was based on a mixed approach both qualitative and quantitative. Data was gathered through a semistructured interview and a written questionnaire, and submitted to content analysis and statistical treatment, respectively. The results suggest that the teachers who participated in this study agreed with the assessment of teacher performance, particularly in its formative dimension, as a way of promoting professional development. However, they considered that the application of the model revealed several negative issues and created tensions in terms of the personal and professional relationships among teachers, which has undermined the school environment. This study also revealed that the new model of teacher performance assessment has contributed to promoting a reflexive attitude towards teaching and encouraged training and professional updating. Nevertheless, it has not contributed to the improvement of teachers motivation, collaborative work and pedagogical practice.
In the academic year of 2007/2008 a new model of teacher performance assessment was introduced. This new model is more demanding than the previous one, focuses on all the activities undertaken by teachers, and uses a variety of sources of information. This model attempts to contribute to the improvement of the educational service and to set guidelines for personal and professional development in the framework of a system that acknowledges merit and excellence. This is the context that determined the undertaking of this exploratory study aimed at understanding how this model of performance assessment has contributed to the personal and professional development of the teachers assessed. The methodology used was based on a mixed approach both qualitative and quantitative. Data was gathered through a semistructured interview and a written questionnaire, and submitted to content analysis and statistical treatment, respectively. The results suggest that the teachers who participated in this study agreed with the assessment of teacher performance, particularly in its formative dimension, as a way of promoting professional development. However, they considered that the application of the model revealed several negative issues and created tensions in terms of the personal and professional relationships among teachers, which has undermined the school environment. This study also revealed that the new model of teacher performance assessment has contributed to promoting a reflexive attitude towards teaching and encouraged training and professional updating. Nevertheless, it has not contributed to the improvement of teachers motivation, collaborative work and pedagogical practice.