Opiniões de professores avaliadores do 1º ciclo do ensino básico sobre o atual modelo de avaliação de desempenho docente. Estudo exploratório de caso
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Data
2012
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Resumo
O presente trabalho decorre de uma investigação sobre o âmbito da avaliação desempenho
docente, temática que tem vindo a assumir uma importância crescente no contexto educativo.
Subsequente ao enquadramento legal da supervisão pedagógica no que se refere a novas
dimensões e responsabilidades, nomeadamente no âmbito da avaliação de desempenho docente, a
supervisão e a avaliação têm como objetivo comum a melhoria das práticas pedagógicas, orientadas
para o desenvolvimento profissional dos docentes.
Este estudo centrou-se no novo modelo de avaliação de desempenho docente, uma vez que
este se encontra ―intimamente ligada à supervisão‖ (Coelho & Oliveira, 2010, p. 51) e porque
―constitui uma das estratégias fundamentais na formação reflexiva e colaborativa de professores‖
(Ribeiro, 2009, p. 219). Ambicionamos, assim, auscultar a opinião de Professores Avaliadores do 1º
Ciclo do Ensino Básico Sobre o Novo Modelo de Avaliação de Desempenho Docente,
comparativamente ao anterior.
Para tal, procedeu-se a uma investigação qualitativa através de um estudo de caso exploratório,
que se desenvolveu num Agrupamento de Escolas do Norte de Portugal, com professores
pertencentes ao Departamento Curricular do 1º Ciclo do Ensino Básico que tinham como funções
serem professores avaliadores. Para a recolha de dados, utilizámos a entrevista semiestruturada a
seis professores avaliadores. Os dados recolhidos foram tratados e analisados através da técnica de
análise de conteúdo.
Os resultados permitiram-nos concluir que os docentes não consideraram que o novo modelo
de avaliação de desempenho, comparativamente com o anterior, contribua para o seu
desenvolvimento profissional. Identificam fatores de constrangimento da prática da avaliação
desempenho docente, em que a grande dificuldade é não se poder delegar a avaliação noutros
professores que não tenham formação em avaliação, pelo que, consequentemente, cada avaliador
tem um elevado número de professores a avaliar. Consideraram, também, que o avaliador tem de ser
imparcial em todo o processo de avaliação e justo no desempenho das suas funções.
The present dissertation is the result of a research into the scope of teacher performance evaluation, a subject that has become increasingly important in the educational context. Subsequent to the legal framework of pedagogical supervision regarding new dimensions and responsibilities, namely in the evaluation of teacher performance, supervision and evaluation with the common goal of improving teaching practices directed to the professional development of teachers. This study focuses on the new model for teacher performance evaluation, since this is "closely linked to supervision" (Coelho & Oliveira, 2010, p. 51) and because "it represents one of the key strategies in forming speculative and collaborative teachers" (Ribeiro, 2009, p. 219). We aim, therefore, to obtain the opinion of Teachers Appraisers for 1st Cycle of Basic Education about the New Model of Teaching Performance Assessment, compared to the previous one. For this, we proceeded to a qualitative research through an exploratory case study, which was developed by a group of schools in northern Portugal, with teachers belonging to the Curriculum Department for the 1st Cycle and who were teacher evaluators. For data collection, we used a semistructured interview to six teacher evaluators. The data collected were processed and analyzed using the technique of content analysis. The results allowed us to conclude that teachers did not consider that the new model of performance evaluation, compared to the previous one, contributed to their professional development. Constraining factors to the practice of teacher performance evaluation were identified, showing that the greatest difficulty is not being able to delegate the evaluation to other teachers who are not trained in evaluation, so, consequently, each reviewer has a high number of teachers to evaluate. It was also considered that the appraiser must be impartial throughout the entire evaluation process and fair in the performance of his or her duties.
The present dissertation is the result of a research into the scope of teacher performance evaluation, a subject that has become increasingly important in the educational context. Subsequent to the legal framework of pedagogical supervision regarding new dimensions and responsibilities, namely in the evaluation of teacher performance, supervision and evaluation with the common goal of improving teaching practices directed to the professional development of teachers. This study focuses on the new model for teacher performance evaluation, since this is "closely linked to supervision" (Coelho & Oliveira, 2010, p. 51) and because "it represents one of the key strategies in forming speculative and collaborative teachers" (Ribeiro, 2009, p. 219). We aim, therefore, to obtain the opinion of Teachers Appraisers for 1st Cycle of Basic Education about the New Model of Teaching Performance Assessment, compared to the previous one. For this, we proceeded to a qualitative research through an exploratory case study, which was developed by a group of schools in northern Portugal, with teachers belonging to the Curriculum Department for the 1st Cycle and who were teacher evaluators. For data collection, we used a semistructured interview to six teacher evaluators. The data collected were processed and analyzed using the technique of content analysis. The results allowed us to conclude that teachers did not consider that the new model of performance evaluation, compared to the previous one, contributed to their professional development. Constraining factors to the practice of teacher performance evaluation were identified, showing that the greatest difficulty is not being able to delegate the evaluation to other teachers who are not trained in evaluation, so, consequently, each reviewer has a high number of teachers to evaluate. It was also considered that the appraiser must be impartial throughout the entire evaluation process and fair in the performance of his or her duties.
Descrição
Dissertação de Mestrado em Ciências
da Educação, na especialidade de Supervisão Pedagógica
Palavras-chave
Supervisão pedagógica , Avaliação de desempenho docente , Desenvolvimento profissional