Loading...
Publication
A avaliação do desempenho docente - (im)possibilidades de desenvolvimento profissional: estudo de caso numa escola secundária
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.48 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Na Região Autónoma da Madeira (RAM), com a introdução do DRR n.º
26/2012/M, de 08 de outubro, iniciou-se uma nova etapa na Avaliação do
Desempenho Docente (ADD), que implicou novas metodologias e práticas de
avaliação docente até aí inexistentes. Nesse contexto, passou a ser relevante o papel
desempenhado pela supervisão pedagógica, nomeadamente, a supervisão da prática
letiva, implicando um maior número de instrumentos e fontes de recolha de
informação, incluindo a observação de aulas. O novo modelo de avaliação
assegurou a função sumativa, mas reforçou a função formativa, numa lógica de
avaliação com novas práticas, imbuídas de procedimentos promotores de reflexão
e de aprendizagem cooperada, com vista a proporcionar ambientes de construção e
de desenvolvimento profissional e melhoria dos resultados escolares dos alunos. O
presente estudo teve como principal objetivo compreender as perceções dos
docentes acerca do novo modelo de ADD, nomeadamente, as práticas
desenvolvidas, as possibilidades de desenvolvimento profissional e os eventuais
constrangimentos. O estudo empírico guiou-se por um estudo de caso desenvolvido
numa escola secundária da RAM e teve uma natureza mista com cariz exploratório.
Concretizou a aplicação de um questionário a todos os docentes, a condução de
uma entrevista ao Presidente do Conselho Executivo (PCE) e uma análise
documental a documentos de planeamento, referência e orientação da escola. Os
principais resultados do estudo de caso indicaram que os docentes, incluindo o PCE
da escola, tiveram uma visão, moderadamente positiva dos propósitos, das práticas
desenvolvidas na ADD e dos contributos para o desenvolvimento profissional,
apontando, maioritariamente, o congelamento da carreira docente e razões de
índole relacional entre os intervenientes, como os principais constrangimentos,
aliados a um discreto comprometimento organizacional com a ADD, percetível nos
documentos analisados. Estes resultados representam um desafio aquando da
implementação de futuros modelos de avaliação de professores com vista a
melhorar os propósitos desejados.
The introduction of the regional regulatory decree n.º 26/2012/M of October 8 in the Autonomous Region of Madeira started a new chapter in teacher performance evaluation, which required developing new methodologies and assessment practices. The role of pedagogical supervision, in particular of the supervision of teaching practices, became important in this context and required additional tools and sources of information gathering, including classroom observation. The new model of teacher performance evaluation assured its summative purpose, but also reinforced its formative aspect, through novel evaluation procedures promoting reflexive behaviour and cooperative learning, aiming at developing favourable environments for growth and professional development, and improving student educational outcomes. The main goal of this study was to understand teacher’s perception relative to the new performance evaluation model implemented, in particular of the novel procedures performed, the opportunities for professional development and potential constraints. The empirical study was based on a case study conducted at a high-school in Autonomous Region of Madeira and involved mixed methods and exploratory analysis. It comprised a questionnaire to all teachers, an interview with the President of the Executive Council and an analysis of the planning, reference and orientation documents of the school. The main results of the case-study suggested that teaching staff, including the President of the Executive Council, had a moderately positive view on the goals and practices of the introduced evaluation model and its contribution to professional development. In addition to the discreet organisational commitment to the evaluation practices perceptible in the documents analysed, the study showed that the freeze of teacher’s career path and reasons of relational nature between participants were the main obstacles identified. Taken together, this work highlights the challenges during the implementation of new teaching evaluation models with the vision of improving desired outcomes in the future.
The introduction of the regional regulatory decree n.º 26/2012/M of October 8 in the Autonomous Region of Madeira started a new chapter in teacher performance evaluation, which required developing new methodologies and assessment practices. The role of pedagogical supervision, in particular of the supervision of teaching practices, became important in this context and required additional tools and sources of information gathering, including classroom observation. The new model of teacher performance evaluation assured its summative purpose, but also reinforced its formative aspect, through novel evaluation procedures promoting reflexive behaviour and cooperative learning, aiming at developing favourable environments for growth and professional development, and improving student educational outcomes. The main goal of this study was to understand teacher’s perception relative to the new performance evaluation model implemented, in particular of the novel procedures performed, the opportunities for professional development and potential constraints. The empirical study was based on a case study conducted at a high-school in Autonomous Region of Madeira and involved mixed methods and exploratory analysis. It comprised a questionnaire to all teachers, an interview with the President of the Executive Council and an analysis of the planning, reference and orientation documents of the school. The main results of the case-study suggested that teaching staff, including the President of the Executive Council, had a moderately positive view on the goals and practices of the introduced evaluation model and its contribution to professional development. In addition to the discreet organisational commitment to the evaluation practices perceptible in the documents analysed, the study showed that the freeze of teacher’s career path and reasons of relational nature between participants were the main obstacles identified. Taken together, this work highlights the challenges during the implementation of new teaching evaluation models with the vision of improving desired outcomes in the future.
Description
Keywords
Avaliação do desempenho docente Supervisão pedagógica Desenvolvimento profissional Teacher performance evaluation Pedagogical supervision Professional development Ciências da Educação – Supervisão Pedagógica . Faculdade de Ciências Sociais