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Abstract(s)
A avaliação do desempenho docente tem vindo a assumir uma importância crescente e uma maior atenção dos investigadores pelos contextos escolares e pela relação direta entre a qualidade das abordagens de ensino e os níveis de desempenho dos alunos. Nos últimos anos, no contexto do sistema educativo português, a preocupação com a eficácia e a eficiência passa a considerar a avaliação dos professores como uma prioridade, trazendo à discussão a profissionalidade docente e a sua avaliação. Assim, este estudo tem como objetivo a análise dos elementos potenciadores e condicionadores do atual sistema de avaliação do desempenho docente relativamente à problemática do seu contributo para o desenvolvimento profissional ou da sua retaylorização. Tendo em atenção os objetivos propostos para este estudo, optou-se por realizar uma investigação que privilegiou uma abordagem quantitativa utilizando, na recolha de dados, o inquérito por questionário a sessenta e cinco docentes e a análise de documentos relacionados com a política educativa do agrupamento.
O estudo permitiu concluir que este sistema de avaliação apresenta dimensões controversas que condicionam os objetivos intrínsecos do mesmo, nomeadamente ao nível do desenvolvimento profissional, das relações entre pares e da sua recetividade, sendo que a prevalência de questões burocráticas dificulta a sua implementação e contribui para a sua retaylorização. Em consequência destas conclusões são apresentadas algumas recomendações.
ABSTRACT Teaching performance evaluation is becoming increasingly important and has been raising a higher level of attention from researchers in regards to the school settings and the direct relationship between the quality of the teaching approaches and the levels of student performance. In recent years, within the context of the Portuguese educational system, the concern about effectiveness and efficiency has come to consider the teacher evaluation as a priority, bringing to the spotlight the teaching profession and its evaluation. Thus, this study aims to analyse the enhancer and conditioning elements of the current teacher performance evaluation system, regarding the issue of its contribution to either the professional development or its retaylorisation. Considering the proposed objectives for this study, a quantitative approach was chosen, using the questionnaire survey within a sample of sixty-five teachers, as well as the analysis of documents related to the educational policy of the school aggregation. The study has concluded that this evaluation system presents controversial dimensions that affect its intrinsic goals, particularly regarding professional development, peer relationships and their receptivity, and that the prevalence of bureaucratic issues hinders its implementation and contributes to its retaylorisation. Having in account these conclusions some recommendations are presented.
ABSTRACT Teaching performance evaluation is becoming increasingly important and has been raising a higher level of attention from researchers in regards to the school settings and the direct relationship between the quality of the teaching approaches and the levels of student performance. In recent years, within the context of the Portuguese educational system, the concern about effectiveness and efficiency has come to consider the teacher evaluation as a priority, bringing to the spotlight the teaching profession and its evaluation. Thus, this study aims to analyse the enhancer and conditioning elements of the current teacher performance evaluation system, regarding the issue of its contribution to either the professional development or its retaylorisation. Considering the proposed objectives for this study, a quantitative approach was chosen, using the questionnaire survey within a sample of sixty-five teachers, as well as the analysis of documents related to the educational policy of the school aggregation. The study has concluded that this evaluation system presents controversial dimensions that affect its intrinsic goals, particularly regarding professional development, peer relationships and their receptivity, and that the prevalence of bureaucratic issues hinders its implementation and contributes to its retaylorisation. Having in account these conclusions some recommendations are presented.
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Keywords
avaliação do desempenho docente desenvolvimento profissional relação entre pares retaylorização recetividade/resistências retaylorisation receptivity/resistance; Teaching performance evaluation professional development peer relationships
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu