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Avaliação do desempenho docente: estudo exploratório sobre a perspetiva dos avaliadores
| Resumo: | 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. |
|---|---|
| Autores: | Pratas, Helena |
| Assunto: | Supervisão Pedagógica Professional development Pedagogical Supervision Avaliação Evaluation Supervisor Teaching Career Evaluation Desenvolvimento profissional Avaliação da Carreira de Docente |
| Ano: | 2015 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Identificadores: | ID: 201834413 |
| Tipo de acesso: | Aberto |
| Instituição associada: | Repositório Comum, Repositório Comum, Instituto Superior de Ciências Educativas, Repositório Comum, Instituto Superior de Educação e Ciências |
| Código do projeto financiado: | 201834413 |
| Idioma: | português |
| Origem: | Repositório Comum |
| _version_ | 1850560629577875456 |
|---|---|
| author2 | Pratas, Helena |
| author_facet | Pratas, Helena |
| conditionsOfAccess_str | open access |
| contentURL_str_mv | https://comum.rcaap.pt/bitstreams/b3227e83-9d5d-4130-a551-b9b802fe75aa/download |
| country_str | PT |
| description | 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. |
| documentTypeURL_str | http://purl.org/coar/resource_type/c_bdcc |
| documentType_str | master thesis |
| id | 45c8efa1-15f8-4dc9-9601-b727398f9239 |
| identifierHandle_str | http://hdl.handle.net/10400.26/9037 |
| identifierOther_str | 201834413 |
| language | por |
| publicationDateFull_str | 2015-06-25T12:30:58Z |
| publicationDate_str | 2015-06-25 |
| publishDate | 2015 |
| relatedInstitutions_str_mv | Repositório Comum Repositório Comum Instituto Superior de Ciências Educativas Repositório Comum Instituto Superior de Educação e Ciências |
| resourceName_str | Repositório Comum |
| spellingShingle | Avaliação do desempenho docente: estudo exploratório sobre a perspetiva dos avaliadores Supervisão Pedagógica Professional development Pedagogical Supervision Avaliação Evaluation Supervisor Teaching Career Evaluation Desenvolvimento profissional Avaliação da Carreira de Docente |
| title | Avaliação do desempenho docente: estudo exploratório sobre a perspetiva dos avaliadores |
| topic | Supervisão Pedagógica Professional development Pedagogical Supervision Avaliação Evaluation Supervisor Teaching Career Evaluation Desenvolvimento profissional Avaliação da Carreira de Docente |