A avaliação do desempenho docente e as transições ecológicas : desafios e oportunidades
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2017
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A avaliação do desempenho docente marcou definitivamente o quotidiano escolar, a partir de 2007, através da alteração ao estatuto da carreira docente publicada pelo Decreto-Lei n.º 15/2007, de 19 de janeiro.
Com efeito, o processo iniciado naquele ano transformou de forma significativa as relações entre pares, dando origem a constrangimentos de diversa ordem e criando tensões e desconfianças entre os professores que importa identificar e conhecer na sua plenitude, com o objetivo de propor e construir soluções que se considerem adequadas, no sentido da melhoria da qualidade do ensino, desígnio de uma escola hodierna e exigente, num tempo que é simultaneamente desafiante e complexo.
Centrados nesta temática enunciamos a questão de partida nestes termos: que transições ecológicas são necessárias para, através do trabalho colaborativo, se diminuir as tensões e as desconfianças entre os professores?
Com o objetivo de contextualizarmos esta temática e de respondermos à questão de partida, procedemos a um enquadramento teórico através de uma incursão profunda pela revisão da literatura, numa linha de abordagem muito focada no modelo de avaliação do desempenho docente adotado pelo Ministério da Educação e vertido naquele diploma legal. Desta forma, verificámos que há uma convergência de opiniões sobre o facto de o Ministério da Educação ter mudado o próprio paradigma da avaliação do desempenho docente sem que as escolas estivessem preparadas para o efeito. E que tal facto esteve na origem da eclosão de tensões e desconfianças entre os professores.
Quanto à metodologia utilizada, procedemos a uma investigação de paradigma positivista, através da realização de um inquérito online por questionário a docentes de todos os ciclos de ensino. Os resultados confirmam as nossas suposições que os propósitos da avaliação da avaliação do desempenho docente continuam a não ser bem entendidos pelos professores e que persistem lacunas ao nível da formação dos avaliados e dos avaliadores
Como corolário e porque pensamos que esta é a forma que melhor contribui para a resolução do problema, propusemos uma oficina de formação de modo a permitir o desenvolvimento de atividades colaborativas, centrando o foco da avaliação do desempenho docente, essencialmente, na perspetiva do desenvolvimento profissional dos professores.
Teaching performance assessment has definitely marked daily education, from 2007 with the Revision of the teaching profession career code published by Decree-Law N.º 15/2007 of 19 January. In fact, the process which started that year has transformed, in a significant way the relationships between colleagues, resulting in several constraints and creating tension and distrusts among teachers. It is necessary to identify and get to know all these factors in order to propose and build solutions that are suitable to improve the quality of teaching, the design of a contemporary and demanding school framed by a challenging and complex period. Focusing on this theme, this is how we point out the starting question: what ecological transitions are necessary to, through collaborative work, diminish the tension and distrust among teachers? In order to contextualize this theme and to answer the starting question, we have reached a theoretical framework that deeply revises related literature, in a line of approach that is greatly focused on the Teaching performance assessment model adopted by the Ministry of Education and on that Decree-Law. This way, we have verified that there are converging views about the fact that the Ministry of Education has changed the paradigm of teaching performance assessment without prior preparation of schools for that effect. This fact was the origin of the outbreak of tensions and distrust among teachers. As for the methodology used, we have done a positivist paradigm research based on an online questionnaire survey addressed to teachers of all school levels. The results confirm our assumptions that the purposes of teaching performance assessment are still poorly understood by teachers and that weaknesses persist in the training of evaluated and of evaluators. As a corollary and because we think this is the best way to contribute with a solution for the problem, we have proposed a training workshop to allow the development of collaborative activities, focusing on teaching performance assessment, essentially in the perspective of professional development of teachers.
Teaching performance assessment has definitely marked daily education, from 2007 with the Revision of the teaching profession career code published by Decree-Law N.º 15/2007 of 19 January. In fact, the process which started that year has transformed, in a significant way the relationships between colleagues, resulting in several constraints and creating tension and distrusts among teachers. It is necessary to identify and get to know all these factors in order to propose and build solutions that are suitable to improve the quality of teaching, the design of a contemporary and demanding school framed by a challenging and complex period. Focusing on this theme, this is how we point out the starting question: what ecological transitions are necessary to, through collaborative work, diminish the tension and distrust among teachers? In order to contextualize this theme and to answer the starting question, we have reached a theoretical framework that deeply revises related literature, in a line of approach that is greatly focused on the Teaching performance assessment model adopted by the Ministry of Education and on that Decree-Law. This way, we have verified that there are converging views about the fact that the Ministry of Education has changed the paradigm of teaching performance assessment without prior preparation of schools for that effect. This fact was the origin of the outbreak of tensions and distrust among teachers. As for the methodology used, we have done a positivist paradigm research based on an online questionnaire survey addressed to teachers of all school levels. The results confirm our assumptions that the purposes of teaching performance assessment are still poorly understood by teachers and that weaknesses persist in the training of evaluated and of evaluators. As a corollary and because we think this is the best way to contribute with a solution for the problem, we have proposed a training workshop to allow the development of collaborative activities, focusing on teaching performance assessment, essentially in the perspective of professional development of teachers.
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Orientação: Roque Rodrigues Antunes
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, AVALIAÇÃO DO DESEMPENHO, PROFESSORES, DESENVOLVIMENTO PROFISSIONAL, TRABALHO DE EQUIPA, EDUCATION, PERFORMANCE EVALUATION, TEACHERS, PROFESSIONAL DEVELOPMENT, TEAM WORK