Avaliação de desempenho docente

: o futuro começa ontem

Abstract

The Ministry of Education (ME) implemented a new statute for the teaching profession in 2006, which introduced changes in school organization, among other by creating foundations for a performance assessment model for the teaching career. As such, the main objective of the research we intend to conduct is to develop a study on the impact and reflection of this Teaching Performance Assessment (TPA) model on a given cluster, analyzing the views of teachers pertaining to this assessment model, identifying the professional cultures defended and how these can contribute to the resistance and fears regarding the new principles of the cited model. The methods and techniques used in collecting the data were properly selected and structured in order to attain the aim we set for ourselves, opting to conduct an inquiry through a quantitative (questionnaire, n = 59) and qualitative (n = 2) methodological approach to a group of teachers of the 1st, 2nd and 3rd cycles of a Mafra School Cluster. A analysis of the data collected was then made and conclusions were drawn from statistical tests (Excel) and content analysis, which was relevant to answer our research issues. The outcomes of this study indicate a TPA model characterized by restrictive participants, which does not facilitate or promote teamwork, leading to tensions and conflicts among teachers, not being thus considered promotive of professional development.The subjects under study favour the existence of an assessment model, in which impartiality should prevail, focused on supervision and without career constraints, where the evaluation is performed by a specialised assessor or reporter. There is thus a resistance to change, given that one of the responsible factors for such resistance is professional culture. Present within this cluster are individualism and balkanization, cultures that prevent teachers from better accepting some principles of the assessment model, for example, the implementation of assisted classes. We hence deduced that there is a clear need for a formative aspect linked to the development and improvement of teaching practices and strategies, suited and tailored to the needs and performance of the teachers of this cluster, in order for teachers to become more involved in school life and in less individualistic and more collaborative initiatives, inspiring them with the necessary confidence and security, allowing for the assessed teacher to better accept the principles that are most contested in the TPA process.

Date of Award	28 Sept 2011
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	José Matias Alves (Supervisor) & Lília Ana Santos Silva (Co-Supervisor)