A avaliação do desempenho docente em Portugal : contradições e paradoxos
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2023
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O presente trabalho incide no modelo de avaliação do desempenho docente, regulado pelo DR 26/2012 de 21 de fevereiro, que introduziu entre outros aspetos, a componente da avaliação externa do desempenho, enfatizando o papel de um avaliador externo à escola.
Procura estudar os efeitos deste modelo com base nas opiniões dos diretores de AE/ENA, dos diretores de CFAE e de avaliadores externos e saber qual o contributo para a melhoria: do desenvolvimento profissional dos docentes; das aprendizagens dos alunos e do funcionamento das Escolas.
A metodologia utilizada foi de natureza mista, qualitativa e quantitativa e decorreu em quatro fases: na primeira fase, procedeu-se à pesquisa bibliográfica; na segunda fase, entrevistaram-se seis diretores de AE/ENA, cinco diretores de CFAE e cinco avaliadores externos. A partir dos dados recolhidos elaboraram-se três inquéritos por questionário, que se aplicaram, numa terceira fase, a 111 diretores de AE/ENA, 49 diretores de CFAE e 527 avaliadores externos. Na quarta fase, procedeu-se à análise, comparação e discussão dos dados recolhidos.
Os dados apurados neste estudo não evidenciam que este modelo de avaliação tenha contribuído para a melhoria da qualidade do ensino, para o desenvolvimento profissional dos docentes ou para a melhoria do desenvolvimento organizacional das escolas.
Paradoxalmente, verifica-se que não há qualquer relacionamento entre os diversos intervenientes da avaliação dos docentes e o sigilo da avaliação levado ao extremo contribuiu para a opacidade do sistema. Este modelo revelou ser gerador de grandes arbitrariedades, funcionando como um instrumento ao serviço da regulação da progressão na carreira.
The present work focuses on the current model of assessment of teacher performance, regulated by the DR 26/2012 of February 21, which introduced, among other aspects, the component of external performance assessment, emphasizing the role of an external evaluator. It seeks to study the effects of this model based on the opinions of AE/ENA directors, CFAE directors and external evaluators and find out what contribution they make to improving: the professional development of teachers; of student learning and the functioning of schools. The methodology used was of a mixed nature, qualitative and quantitative and took place in four phases: in the first phase, bibliographical research was carried out; in the second phase, six AE/ENA directors, five CFAE directors and five external evaluators were interviewed. From the collected data, three surveys were elaborated, and applied in a third phase to 111 AE/ENA directors, 49 CFAE directors, and 527 external evaluators. In the fourth phase, the collected data were analyzed, compared, and discussed. The data collected in this study do not show that this evaluation model has contributed to improving the quality of teaching, to the professional development of teachers or to improving the organizational development of schools. Paradoxically, it appears that there is no relationship between the various participants in the evaluation of teachers and the secrecy of the evaluation taken to the extreme contributed to the opacity of the system. This model proved to generate great arbitrariness, functioning as an instrument to regulate career progression.
The present work focuses on the current model of assessment of teacher performance, regulated by the DR 26/2012 of February 21, which introduced, among other aspects, the component of external performance assessment, emphasizing the role of an external evaluator. It seeks to study the effects of this model based on the opinions of AE/ENA directors, CFAE directors and external evaluators and find out what contribution they make to improving: the professional development of teachers; of student learning and the functioning of schools. The methodology used was of a mixed nature, qualitative and quantitative and took place in four phases: in the first phase, bibliographical research was carried out; in the second phase, six AE/ENA directors, five CFAE directors and five external evaluators were interviewed. From the collected data, three surveys were elaborated, and applied in a third phase to 111 AE/ENA directors, 49 CFAE directors, and 527 external evaluators. In the fourth phase, the collected data were analyzed, compared, and discussed. The data collected in this study do not show that this evaluation model has contributed to improving the quality of teaching, to the professional development of teachers or to improving the organizational development of schools. Paradoxically, it appears that there is no relationship between the various participants in the evaluation of teachers and the secrecy of the evaluation taken to the extreme contributed to the opacity of the system. This model proved to generate great arbitrariness, functioning as an instrument to regulate career progression.
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Orientação: Rosa Serradas Duarte
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DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, EDUCATION, PROFESSORES, TEACHERS, AVALIAÇÃO DO DESEMPENHO, PERFORMANCE EVALUATION, AVALIAÇÃO DE PROFESSORES, TEACHERS EVALUATION, MÉTODOS E TÉCNICAS DE AVALIAÇÃO, ASSESSMENT METHODS AND TECHNIQUES, AVALIAÇÃO DA EDUCAÇÃO, EDUCATIONAL ASSESSMENT, ASSOCIAÇÃO DE ESCOLAS, SCHOOLS ASSOCIATION, FORMAÇÃO DE PROFESSORES, TEACHERS EDUCATION, SUPERVISÃO PEDAGÓGICA, PEDAGOGICAL SUPERVISION