Abstract
The schools have been confronted with the attempt to implement the Teacher Performance Evaluation process that seems to "neglect" and "counter" the aim of this formative improvement and professional development. ln this article we intend to present the data obtained, regarding the opinion of teachers (internai, externa! and evaluated), about the path of making the process operational and its (no) articulation with the norms that support and regulate it, as well as its effects on professional teacher development. The results obtained, through the application of an online questionnaire (767 respondents), revealed it is a process "closed on itself", based on norms that do not correspond to the formative purposes of monitoring and improving professional practice.
| Translated title of the contribution | Evaluation of the teaching performance - from the normative to the praxis: what contributions for the improvement of the pedagogical practice ano for the professional development? |
|---|---|
| Original language | Portuguese |
| Pages (from-to) | 125-151 |
| Number of pages | 30 |
| Journal | Psicologia, Educação e Cultura |
| Volume | 22 |
| Issue number | 2 |
| Publication status | Published - Dec 2018 |
Keywords
- Evaluation
- Norm
- Improvement
- Professional development