In a time of unrest, dissatisfaction and particular distrust of Portuguese teachers about a reform in the system of pedagogical supervision and teaching evaluation, this work aims to find the meaning and significance of these two self-regulatory professional and institutional practices for teachers. Bearing in mind the literature that supports these practices, the author's experience and the reading of the interviews conducted, this research will attempt to realize if the understanding of the importance of supervision and evaluation of teachers and consequently their opening to professional reconstruction, depends on the theoretical knowledge and objetive reasons, or if their insecurity and sometimes rejection, depends on the strangeness and unfamiliarity of conceptual foundations that grounds supervisory practices and evaluating teachers.
| Date of Award | 2011 |
|---|
| Original language | Portuguese |
|---|
| Awarding Institution | - Universidade Católica Portuguesa
|
|---|
| Supervisor | José Matias Alves (Supervisor) |
|---|
- Mestrado em Ciências da Comunicação
De uma supervisão com sentido… a uma avaliação consentida: uma viagem ao sentir e ao sentido da supervisão e avaliação docentes
Silva, A. P. S. P. A. E. (Student). 2011
Student thesis: Master's Thesis