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Publication
Perceção dos professores face à observação de aulas, em contexto de avaliação do desempenho
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| 1.87 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A presente investigação insere-se na problemática da observação de aulas, no âmbito da
avaliação do desempenho docente, e procura responder à questão: “qual a perceção dos
professores face à observação de aulas, em contexto de avaliação do desempenho?”.
Participaram no estudo 162 docentes dos 2.º e 3.º ciclos e do ensino secundário, a
lecionar em escolas públicas do distrito de Lisboa, no ano letivo de 2012/2013. A
metodologia adotada baseou-se numa abordagem mista de cariz quantitativo e
qualitativo. Como técnicas de recolha de dados, utilizou-se o inquérito por questionário
e a entrevista individual semiestruturada, que foram posteriormente submetidos ao
tratamento estatístico e à análise de conteúdo, respetivamente.
Das conclusões do estudo, destacamos a aceitação dos professores em relação à prática
de observação de aula, enquanto instrumento formativo, de aperfeiçoamento da prática
pedagógica, de desenvolvimento profissional, de partilha de experiências e saberes e
ainda de reflexão sobre o desempenho. Não obstante, os inquiridos rejeitam a
observação de aulas com cariz avaliativo, isto é, enquanto instrumento ao serviço da
avaliação do desempenho docente, por entenderem que impõe constrangimentos à
qualidade do seu trabalho.
Dos resultados obtidos, parece ainda evidente o desconforto, o incómodo e a ansiedade
dos docentes em relação à presença de observadores/professores/pares, na sala de aula,
por alterar o seu normal funcionamento, impedindo que sejam reveladas as reais
competências dos professores.
This study focus on the classroom observation, in the teachers performance evaluation, and intends to answer the research question: "What is the teachers’ understanding about the classroom observation in the context of performance evaluation?". In this study participated 162 teachers from the 2nd and 3rd cycles and secondary, who teach in public schools of Lisbon district, in the school year of 2012/2013. The methodology was based on a mixed approach both quantitative and qualitative. Data was gathered through a written questionnaire and a semi structured interview and submitted to statistical treatment and content analysis, respectively. The conclusions of the study suggest that teachers accept the classroom observation as a training instrument, improvement in teaching practice, professional development, sharing experiences and further reflection on performance. Nevertheless, respondents reject the classroom observation with evaluation purposes, as an instrument of teacher performance assessment, because they understand that it imposes constraints on the quality of teachers' work. From the results, it seems also evident the discomfort and anxiety of teachers in relation to the presence of observers / teachers / peers, in the classroom, because it alters its normal functioning and prevents teachers from revealing their real skills.
This study focus on the classroom observation, in the teachers performance evaluation, and intends to answer the research question: "What is the teachers’ understanding about the classroom observation in the context of performance evaluation?". In this study participated 162 teachers from the 2nd and 3rd cycles and secondary, who teach in public schools of Lisbon district, in the school year of 2012/2013. The methodology was based on a mixed approach both quantitative and qualitative. Data was gathered through a written questionnaire and a semi structured interview and submitted to statistical treatment and content analysis, respectively. The conclusions of the study suggest that teachers accept the classroom observation as a training instrument, improvement in teaching practice, professional development, sharing experiences and further reflection on performance. Nevertheless, respondents reject the classroom observation with evaluation purposes, as an instrument of teacher performance assessment, because they understand that it imposes constraints on the quality of teachers' work. From the results, it seems also evident the discomfort and anxiety of teachers in relation to the presence of observers / teachers / peers, in the classroom, because it alters its normal functioning and prevents teachers from revealing their real skills.
Description
Keywords
Avaliação Desempenho docente Observação de aulas Desenvolvimento profissional Melhoria das práticas Evaluation Teacher performance Classroom observation Professional development Practice improvement