Avaliação de desempenho e desenvolvimento profissional do pessoal docente do ensino não superior : dos normativos às práticas vigentes nas escolas de São Vicente, Cabo Verde
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2015
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O presente estudo focaliza a avaliação de Desempenho de professores do ensino não superior, em Cabo Verde, mais concretamente na ilha de São Vicente.
A pesquisa tem como objetivo geral analisar a Avaliação de Desempenho de professores do ensino não superior, relacionando as normas instituídas pelo Ministério da Educação com as práticas nas escolas, numa perspetiva de desenvolvimento profissional docente. Tendo por base os normativos vigentes, foi realizada uma abordagem qualitativa de caráter exploratório descritiva, usando como instrumento de recolha de dados a entrevista.
Os sujeitos da pesquisa configuram dois grupos, o dos professores avaliados e o dos avaliadores, de modo a permitir uma análise comparativa, com base em categorias.
Como conclusões, os entrevistados consideram que a avaliação dos professores feita pela figura do avaliador nem sempre facilita o Desenvolvimento Profissional Docente e a melhoria das práticas nas escolas em São Vicente, não seguindo-as orientações dos Normativos Institucionais.
A Avaliação docente tem provocado descontentamento, apresentando vários constrangimentos internos e externos por causa de uma Política de avaliação docente com alguns constrangimentos, a necessitar de mais trabalho colaborativo e reflexão, em comunidade. É necessária uma cultura de Autoavaliação e de Avaliação Formativa Docente, de forma a aperfeiçoar competências profissionais docentes.
This study is aimed at the Performance Evaluation of non-Higher education teachers in Cape Verde, more precisely on the island of São Vicente. The general objective of this research is to analyse the Performance Evaluation of non-Higher education teachers, relating the norms established by the Ministry of Education with the school practices, in a perspective of professional teaching development. Taking into account the enforced legislation, a qualitative approach of descriptive exploratory type was undertaken, by using the interview as a data collection instrument. The investigation subjects configure two groups, the evaluated teachers’ one and the evaluators’ one, in order to allow a comparative analysis, based in categories. By way of general findings, the interviewed people consider that the teachers’ evaluation done by the figure of the evaluator doesn’t ease neither the Professional Teaching Development nor the improvement of the practices in the schools of S. Vicente, for not following the guidelines of the Institutional Policy. Teaching evaluation has caused discontent, expressing several internal and external constraints, because of a teaching evaluation Policy which shows ongoing difficulties and needs more community reflexive and collaborative work. That is why a culture of self-evaluation and of Formative Teaching Evaluation is needed in order to improve professional teaching skills.
This study is aimed at the Performance Evaluation of non-Higher education teachers in Cape Verde, more precisely on the island of São Vicente. The general objective of this research is to analyse the Performance Evaluation of non-Higher education teachers, relating the norms established by the Ministry of Education with the school practices, in a perspective of professional teaching development. Taking into account the enforced legislation, a qualitative approach of descriptive exploratory type was undertaken, by using the interview as a data collection instrument. The investigation subjects configure two groups, the evaluated teachers’ one and the evaluators’ one, in order to allow a comparative analysis, based in categories. By way of general findings, the interviewed people consider that the teachers’ evaluation done by the figure of the evaluator doesn’t ease neither the Professional Teaching Development nor the improvement of the practices in the schools of S. Vicente, for not following the guidelines of the Institutional Policy. Teaching evaluation has caused discontent, expressing several internal and external constraints, because of a teaching evaluation Policy which shows ongoing difficulties and needs more community reflexive and collaborative work. That is why a culture of self-evaluation and of Formative Teaching Evaluation is needed in order to improve professional teaching skills.
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Orientação: Bartolomeu Varela ; co-orientação: Alcina Manuela de Oliveira Martins
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, ADMINISTRAÇÃO ESCOLAR, SCHOOL ADMINISTRATION, AVALIAÇÃO DE PROFESSORES, TEACHERS EVALUATION, DESENVOLVIMENTO PROFISSIONAL, PROFESSIONAL DEVELOPMENT, CABO VERDE, CAPE VERDE