Supervisão e avaliação de desempenho docente: perceções dos professores sobre observação de aulas
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2013
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O presente estudo pretende analisar de que forma a Observação de Aulas, na Avaliação de Desempenho Docente (ADD), pode contribuir para o aperfeiçoamento e valorização profissional dos professores. Terminado o biénio 2009/2010 e 2010/2011, em que o desempenho docente foi avaliado de acordo com novos normativos legais, concretamente DR 2/2008, DL 75/2010 e DR 2/2010, interessava fazer uma análise dos resultados obtidos, ao nível da valorização pessoal e profissional dos professores de carreira e contratados, tendo em conta uma particularidade deste modelo, a Observação de Aulas.
Assim, a revisão da literatura abarcou a evolução do conceito de Supervisão, os vários cenários e modelos que comporta, o papel do supervisor no processo de ADD e as finalidades e características da Observação de Aulas, perspetivando o aperfeiçoamento e a valorização profissional docente. Como referência, selecionaram-se autores como Alarcão (2009; 2002), Nolan e Hoover (2004), Pawlas e Oliva (2007), Trindade (2007), Vieira (2007; 1993) e Vieira e Moreira (2011), entre outros, para além dos normativos legais em vigor.
Utilizando uma metodologia mista, qualitativa e quantitativa, efetuou-se a análise das Reflexões Finais dos Supervisores e dos resultados do inquérito por questionário, aplicado aos professores, incluindo relatores, de um Agrupamento de Escolas do distrito do Porto. Os resultados do caso em estudo apontam para a importância conferida à Observação de Aulas, por professores observados e observadores. Este requisito foi entendido, pelas duas partes, como potenciador de reflexão e partilha de trabalho, embora nem sempre se tenha traduzido numa efetiva mudança de práticas, pela exiguidade de aulas observadas.
Em conclusão, o estudo comprova que a Observação de Aulas possibilita o exercício reflexivo e contribui para o crescimento e desenvolvimento profissional dos docentes, implicados no processo de avaliação, e que a formação do supervisor potencia a análise crítica e a pertinência do trabalho, que os mesmos desenvolvem, enquanto relatores.
This study wants to analyse how classroom observation, in Teacher Performance Assessment (TPA), can contribute to teachers’ professional improvement and appreciation. After the biennium 2009/2010 and 2010/2011, on which teacher performance was assessed according to the legal normatives, namely the normative decree no. 2/2008, the law decree no. 75/2010 and the law decree no. 2/2011, it would be interesting to do an analysis of the results, on the level of teachers´ personal and professional enhancement, both contract as well as class teachers, having in account the peculiarities of this model. Thus, the review of literature covered the evolution of the supervision concept, the several scenarios and models it contains, the supervisor’s role in the TPA and the purposes and characteristics of classroom observation, envisaging the teacher’s professional improvement and appreciation. As a reference, authors like Alarcão (2009; 2002), Nolan & Hoover (2004), Pawlas and Oliva (2007), Trindade (2007), Vieira (2007; 1993) and Vieira and Moreira (2011), among others, were selected, besides the legal normatives in force. On using a mixed methodology, qualitative and quantitative, an analysis of the supervisors’ final reflections was made and the survey results applied to teachers’, including raporteurs, of a school in the Porto district. The study case results point to the importance given to classroom observation both by observed and observer teachers. This requirement was understood, by both parts, as enhancer of reflection and work sharing, though not always expressing itself in an effective change of practices, because of the shortage of lessons observed. In conclusion, this study proves that classroom observation makes it possible the reflexive exercise and contributes to the growth and professional development of all teachers involved in the assessment process and that the supervisor’s training fosters the critical analysis and the relevance of the work they conduct while raporteurs.
This study wants to analyse how classroom observation, in Teacher Performance Assessment (TPA), can contribute to teachers’ professional improvement and appreciation. After the biennium 2009/2010 and 2010/2011, on which teacher performance was assessed according to the legal normatives, namely the normative decree no. 2/2008, the law decree no. 75/2010 and the law decree no. 2/2011, it would be interesting to do an analysis of the results, on the level of teachers´ personal and professional enhancement, both contract as well as class teachers, having in account the peculiarities of this model. Thus, the review of literature covered the evolution of the supervision concept, the several scenarios and models it contains, the supervisor’s role in the TPA and the purposes and characteristics of classroom observation, envisaging the teacher’s professional improvement and appreciation. As a reference, authors like Alarcão (2009; 2002), Nolan & Hoover (2004), Pawlas and Oliva (2007), Trindade (2007), Vieira (2007; 1993) and Vieira and Moreira (2011), among others, were selected, besides the legal normatives in force. On using a mixed methodology, qualitative and quantitative, an analysis of the supervisors’ final reflections was made and the survey results applied to teachers’, including raporteurs, of a school in the Porto district. The study case results point to the importance given to classroom observation both by observed and observer teachers. This requirement was understood, by both parts, as enhancer of reflection and work sharing, though not always expressing itself in an effective change of practices, because of the shortage of lessons observed. In conclusion, this study proves that classroom observation makes it possible the reflexive exercise and contributes to the growth and professional development of all teachers involved in the assessment process and that the supervisor’s training fosters the critical analysis and the relevance of the work they conduct while raporteurs.
Descrição
Orientação: Maria de Nazaré Castro Trigo Coimbra
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, SUPERVISÃO PEDAGÓGICA, AVALIAÇÃO DO DESEMPENHO, PROFESSORES, EDUCATION, PEDAGOGICAL SUPERVISION, PERFORMANCE EVALUATION, TEACHERS, OBSERVAÇÃO DE AULAS, CLASSROOM OBSERVATION