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Avaliação do desempenho docente: estudo exploratório sobre a perspetiva dos avaliadores
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| 1.18 MB | Adobe PDF |
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Abstract(s)
Desde 2007 que a legislação sobre o Estatuto da Carreira de Docente tem vindo a ser alterada, introduzindo a avaliação do desempenho do docente, gerando polémicas, constrangimentos e controvérsias públicas. Por esta razão, procura-se com este estudo (1) Conhecer os princípios e as práticas da avaliação/ supervisão pedagógica; (2) Conhecer o impacto das práticas de avaliação/supervisão pedagógica no desenvolvimento profissional dos professores e na sua qualidade. (3) Perceber se os princípios de imparcialidade e equidade norteiam as práticas avaliativas. Para tal, foi efetuado um levantamento teórico ao nível concetual e sobretudo legislativo, tentando acompanhar e sintetizar todas as alterações ao estatuto da carreira de docente efetuadas no decorrer da investigação. O resultado traduz-se numa pesquisa exploratória assente numa metodologia qualitativa. As entrevistas semiestruturadas, efetuadas a seis docentes de um agrupamento de escolas da margem sul do Tejo, foram os instrumentos utilizados na recolha de dados e posteriormente trabalhadas e analisadas com recurso à técnica de análise de conteúdo.
Os resultados fazem menção aos constrangimentos sentidos pela avaliação por pares e sobretudo manifestam um descrédito no processo avaliativo, tido como excessivamente burocrático. Não obstante, permanece uma concordância com um modelo de avaliação dos professores mas em outros moldes, mais próximo da realidade da escola, mais objetivo e imparcial. Salienta-se ainda uma necessidade de formação na área da avaliação/ supervisão pedagógica mais ajustada às necessidades dos avaliadores do que a que tem sido promovida pelo Ministério da Educação.
Since 2007 the law applied to the Teaching Career Statute has been changed by introducing an evaluation in the performance of the teachers, causing controversy, constraints and public debates. For this reason, the object of this study is to: 1) Know the principles and practices of evaluation / pedagogical supervision; (2) Know the impact of evaluation practices / pedagogical supervision in professional development of teachers and their quality; (3) Understand if the principles of impartiality and fairness guide the evaluation practices. For this purpose, we did a theoretical and a conceptual study, but most of all we centered our search in the legislation level, trying to track and summarize all the changes to the status of the teaching career produced during this investigation. The result is an exploratory study based on a qualitative methodology. The semi-structured interviews, carried out to six teachers from a cluster of schools in the south bank of the Tagus, were the instrument used in data collection, that were later analysed using the technique of content analysis. The results mention the constraints felt by peer review, and especially a disbelief in the evaluation process, seen as too bureaucratic. Nevertheless remains an agreement with a model of teacher evaluation, but in other shape, closer to the reality of the school, more objective and impartial. A need for further training in pedagogical supervision, more parallel and more complete that the one that was administered by the Ministry of Education offered to the school has been highlighted. It is also noted a need for training in assessment / pedagogical supervision more adapted to the needs of evaluators than the one that has been promoted by the Ministry of Education.
Since 2007 the law applied to the Teaching Career Statute has been changed by introducing an evaluation in the performance of the teachers, causing controversy, constraints and public debates. For this reason, the object of this study is to: 1) Know the principles and practices of evaluation / pedagogical supervision; (2) Know the impact of evaluation practices / pedagogical supervision in professional development of teachers and their quality; (3) Understand if the principles of impartiality and fairness guide the evaluation practices. For this purpose, we did a theoretical and a conceptual study, but most of all we centered our search in the legislation level, trying to track and summarize all the changes to the status of the teaching career produced during this investigation. The result is an exploratory study based on a qualitative methodology. The semi-structured interviews, carried out to six teachers from a cluster of schools in the south bank of the Tagus, were the instrument used in data collection, that were later analysed using the technique of content analysis. The results mention the constraints felt by peer review, and especially a disbelief in the evaluation process, seen as too bureaucratic. Nevertheless remains an agreement with a model of teacher evaluation, but in other shape, closer to the reality of the school, more objective and impartial. A need for further training in pedagogical supervision, more parallel and more complete that the one that was administered by the Ministry of Education offered to the school has been highlighted. It is also noted a need for training in assessment / pedagogical supervision more adapted to the needs of evaluators than the one that has been promoted by the Ministry of Education.
Description
Keywords
Supervisão Pedagógica Avaliação Avaliação da Carreira de Docente Desenvolvimento profissional Supervisor Pedagogical Supervision Evaluation Teaching Career Evaluation Professional development Supervisor