Avaliação de professores: dimensões afetivas e éticas
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Data
2014
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Resumo
Numa sociedade em constante evolução e mutação, a Escola s
urge como uma
organização cada vez mais exigente, para si própria, para com o contributo que dá a essa
sociedade, para com os alunos, para com a comunidade envolvente, que espera dela as
respostas
que
,
por vezes
,
não
sabe ou tem, ela própria, dificuldade e
m dar. Uma Escola
com responsabilidades sistémicas, com obrigações acrescidas, uma Escola que se quer
promotora de desenvolvimentos: desenvolvimento dos alunos na sua formação pessoal,
ética, moral, científica e que os apetreche de competências que os torn
e capazes de
responder eficazmente às solicitações e exigênc
i
as do mundo atual, que podem já não ser
as de amanhã.
Ora, só se poderá dar resposta a essas exigências se estivermos na presença de
uma Escola de qualidade, o que
pressupõe também qualidade de ensino. E
a
qualidade de
ensino não será atingida, se não envolver os seus principais agentes: os docentes. É deles
que se espera o mais célere contributo,
não sendo
as lideranças e as
práticas
menos
importantes.
A avaliação
engloba noções polissémicas e multidimensionais e, quando falamos da
avaliação de professores
,
temos que ter presente o caráter sistémico da avaliação do
desempenho e a importância da supervisão como uma prática que visa o desenvolvimento e
aprendizagem do
s profissionais. A avaliação surge como uma atividade reguladora e
promotora de desenvolvimento profissional, ao perspetivar novas práticas de ensino, de
reflexão, de colaboração e de investigação ação, que promovam mudanças, no sent
ir e
no
agir dos profes
sores.
Este trabalho de projeto parte da reflexão autobiográfica, viaja pelo paradigma da
educação, com o enquadramento teórico das temáticas envolventes,
reflecte sobre a
metodologia de investigação, que incluiu a realização de um inquérito por questionár
io e
consequente análise de dados, a qual encaminhou a proposta de resolução do problema.
Como promover práticas de avaliação interpares que permitam o desenvolvimento
profissional do professor, visando a melhoria da educação? Foi a nossa questão de partid
a.
Conceber práticas de avaliação do desempenho docente que contribuam para que a
mesma se converta num meio eficaz para melhorar a educação, constituiu o nosso objetivo
geral. A proposta de realização de uma ofici
n
a
de formação
tem o fim último de
promover a
qualidade do ensino.
In a constantly evolving and changing society, the school emerges as an increasing ly demanding organization for itself, for the contribution that it gives to that society, for students, for the engaging community from which it waits for responses that sometimes does not know or has itself difficulty to give. A School with systemic respo nsibilities, with additional duties, a school we want to be promoter of developments: development of students in their personal, ethical, moral and scientific education that equips them with skills that make them able to respond effectively to the demands and requirements of current world that can no longer be those of tomorrow. Well, you will be able to meet these requirements only if we are in the presence of a school of quality, which also presupposes quality of teaching. And the quality of education wil l not be achieved, if their main agents, the teachers, aren’t involved. It is expected of them the quickest contribution, where leaderships and supervisory practices are not less important. The evaluation includes polysemic and multidimensional concepts an d when we talk about teachers’ evaluation we have to keep in mind the systemic character of the performance evaluation and the importance of supervision as a practice that aims the development and learning of professionals . The evaluation appears as a regu latory activity and promoter of professional development, in the way that it envisages new ways of teaching, reflection, collaboration and action research, which promote changes in the feeling and acting of teachers. This project work emerges from an autob iographical reflection, travels through the paradigm of education, with its theoretical framework of the surrounding issues , it reflects on the research methodology, which has included the completion of a questionnaire survey and subsequent data analysis, which routed the proposal to problem resolution. How to promote peer evaluation practices that allow teacher’s professional development in order to improve education? It was our point of departure. Devising assessment practices of teachers’ performance which contribute to make them become an effective means to improve education was our main target. The proposal of holding a training workshop has the ultimate goal of promoting the quality of teaching.
In a constantly evolving and changing society, the school emerges as an increasing ly demanding organization for itself, for the contribution that it gives to that society, for students, for the engaging community from which it waits for responses that sometimes does not know or has itself difficulty to give. A School with systemic respo nsibilities, with additional duties, a school we want to be promoter of developments: development of students in their personal, ethical, moral and scientific education that equips them with skills that make them able to respond effectively to the demands and requirements of current world that can no longer be those of tomorrow. Well, you will be able to meet these requirements only if we are in the presence of a school of quality, which also presupposes quality of teaching. And the quality of education wil l not be achieved, if their main agents, the teachers, aren’t involved. It is expected of them the quickest contribution, where leaderships and supervisory practices are not less important. The evaluation includes polysemic and multidimensional concepts an d when we talk about teachers’ evaluation we have to keep in mind the systemic character of the performance evaluation and the importance of supervision as a practice that aims the development and learning of professionals . The evaluation appears as a regu latory activity and promoter of professional development, in the way that it envisages new ways of teaching, reflection, collaboration and action research, which promote changes in the feeling and acting of teachers. This project work emerges from an autob iographical reflection, travels through the paradigm of education, with its theoretical framework of the surrounding issues , it reflects on the research methodology, which has included the completion of a questionnaire survey and subsequent data analysis, which routed the proposal to problem resolution. How to promote peer evaluation practices that allow teacher’s professional development in order to improve education? It was our point of departure. Devising assessment practices of teachers’ performance which contribute to make them become an effective means to improve education was our main target. The proposal of holding a training workshop has the ultimate goal of promoting the quality of teaching.
Descrição
Orientação: Nilza Henriques dos Santos
Palavras-chave
EDUCAÇÃO, DESENVOLVIMENTO PROFISSIONAL, ÉTICA, DEONTOLOGIA PROFISSIONAL, SUPERVISÃO, AVALIAÇÃO DE PROFESSORES, EDUCATION, PROFESSIONAL DEVELOPMENT, ETHICS, PROFESSIONAL DEONTOLOGY, SUPERVISION, TEACHERS EVALUATION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES