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Formação para avaliação do desempenho docente. Perceções dos avaliadores do grupo disciplinar de Artes Visuais - 600
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Advisor(s)
Abstract(s)
Atualmente, no campo específico da educação, a avaliação do desempenho docente tem vindo a assumir uma importância crescente e uma maior atenção dos investigadores pelos contextos escolares e pela relação direta entre a qualidade das abordagens de ensino e desenvolvimento a nível dos diferentes desempenhos docentes.
Centrando-se nos diferentes modelos de avaliação do desempenho (1º ciclo e 2º ciclos de avaliação, assim como no novo modelo de avaliação de 2011 a 2013), pensamos que o presente estudo constituirá uma mais-valia, no sentido de evidenciar alguns aspetos relacionados com as perspetivas dos docentes envolvidos nos diferentes modelos de avaliação, proporcionando uma reflexão sobre as diferentes características dos modelos e apontando eventuais pistas para estudos posteriores sobre as necessidades formativas dos avaliadores no atual percurso implementado pelo Ministério de Educação e Ciência neste processo de avaliação de docentes .
No contexto do sistema educativo português, a preocupação com a eficácia passa a considerar a formação dos professores como uma prioridade, trazendo à discussão a profissionalidade docente e a sua avaliação. Assim, este estudo tem como objetivo a análise dos elementos potenciadores e condicionadores dos diferentes modelos, bem como a sistematização de elementos complementares e /ou alternativos ao modelo vigente, a partir do que perspetivam os professores do grupo de Artes Visuais do ensino básico/secundário.
Para a sua realização, optou-se por um estudo empírico de investigação de natureza qualitativa. Para a recolha das perceções dos intervenientes, realizámos seis entrevistas semiestruturadas cuidadosamente selecionadas, cujo grau de pertinência, validade e fiabilidade foi analisado na perspetiva dos objetivos da recolha de informação.
O estudo permitiu concluir que os modelos apresentam dimensões controversas, que condicionam os objetivos intrínsecos dos mesmos, sendo que prevalecem questões burocráticas que impossibilitam ou dificultam a sua implementação. Em consequência, foram apresentadas reflexões e algumas recomendações sobre o tipo de formação, tempo e metodologia a utilizar assim como a determinação do perfil do avaliador para a função em causa: avaliar professores.
Currently, in the specific field of education, the evaluation of the teaching performance has come to assume an increasing importance and a bigger attention of the investigators for the relationship between school contexts and the quality of education approaches to the development in a level of the different teaching performances. Centering itself in the different models of evaluation of the performance (1st and 2th evaluation cycles, as well as in the new model of 2011 to 2013), we think that the present study will constitute a more-value, about the direction in order to evidence some aspects related with the perspectives of the involved professors in the different models of evaluation, providing a reflection on the different characteristics of the models and pointing eventual clues with respect to posterior studies on the formative necessities of the teachers in the current course implemented by the Ministry of Education and Science in this process of evaluation of teachers. In the context of the Portuguese educative system, the concern with the effectiveness starts to consider the formation of teachers as a priority, bringing to discussion the teaching professionalism and its evaluation. Thus, this study has as main goal ,the analysis of the potential elements and conditioners of the different models, as well as the systematization of complementary and/or alternative elements to the effective model, which is the teachers of the group of Visual Arts of secondary basic education aim /priority. For its accomplishment, it was opted to an empirical study of inquiry of qualitative nature. For the gathering of the perceptions of the intervening ones, we carried through six carefully semi-structuralized selected interviews, whose degree of relevancy, validity and reliability was analyzed in the outlook of the objectives of the investigation. This study allowed us to conclude that the models present controversial dimensions that condition the intrinsic objectives of the same ones, being that bureaucratic questions prevail and disable or make it difficult its implementation. In consequence, reflections and some recommendations on the type of formation, time and methodology had been presented to use as well as the determination of the profile of the teacher for the function in question: teachers’ evaluation.
Currently, in the specific field of education, the evaluation of the teaching performance has come to assume an increasing importance and a bigger attention of the investigators for the relationship between school contexts and the quality of education approaches to the development in a level of the different teaching performances. Centering itself in the different models of evaluation of the performance (1st and 2th evaluation cycles, as well as in the new model of 2011 to 2013), we think that the present study will constitute a more-value, about the direction in order to evidence some aspects related with the perspectives of the involved professors in the different models of evaluation, providing a reflection on the different characteristics of the models and pointing eventual clues with respect to posterior studies on the formative necessities of the teachers in the current course implemented by the Ministry of Education and Science in this process of evaluation of teachers. In the context of the Portuguese educative system, the concern with the effectiveness starts to consider the formation of teachers as a priority, bringing to discussion the teaching professionalism and its evaluation. Thus, this study has as main goal ,the analysis of the potential elements and conditioners of the different models, as well as the systematization of complementary and/or alternative elements to the effective model, which is the teachers of the group of Visual Arts of secondary basic education aim /priority. For its accomplishment, it was opted to an empirical study of inquiry of qualitative nature. For the gathering of the perceptions of the intervening ones, we carried through six carefully semi-structuralized selected interviews, whose degree of relevancy, validity and reliability was analyzed in the outlook of the objectives of the investigation. This study allowed us to conclude that the models present controversial dimensions that condition the intrinsic objectives of the same ones, being that bureaucratic questions prevail and disable or make it difficult its implementation. In consequence, reflections and some recommendations on the type of formation, time and methodology had been presented to use as well as the determination of the profile of the teacher for the function in question: teachers’ evaluation.
Description
Keywords
Avaliação e Funções Formação e Necessidades Evaluation and Functions Formation and Necessities