This report is intended to reflect a path followed in the tracks of the teacher’s performance evaluation and resulted also from my discomfort while performing the duties of evaluator from 2007 to 2011. It was this discomfort that triggered in me the need to learn more to fulfil better this demanding role. That is, I realized that maybe it wasn’t enough to fulfil the role assigned to me by the legislation – to be an evaluator. I felt I needed to make a qualitative leap: it was important for me, for those I worked with and for the school itself, that I was able to develop my duties in order to help the others, and myself, to grow personally and professionally. I found out that, it clearly lacked the training component that the teacher’s performance evaluation should have. That's why I began this reflection / research, and according to my weaknesses, I focused my attention on the role of the evaluator / supervisor, and the supervised classes, trying to look for answers, so that in the next opportunity, I can develop a true process of pedagogical supervision. With this investigation, I found out that I had taken some good decisions, but above all, I realized how much I hadn’t done when I took the role of evaluator / supervisor. The reflective component, for example, was almost nonexistent. The evaluation of the teacher's performance, as it is implemented, is also somewhat limiting to yield major changes. However, the evaluators have also to be supervisors in order to implement a real oversight process. Therefore the title - From the evaluator to the supervisor - which are the required courses / paths? The observation of the lessons was also the target of my attention because I felt many difficulties too and because nowadays it is in the act of teaching that the school has to invest more to improve the results, by receiving contributions of pedagogical supervision,. Taking the cycle of observation as a reference, I realized that my biggest gaps were during the time before the observation of the lessons. I describe the problem in the context of the functions of the evaluator, as a starting point, to know more about this broad theme about pedagogical supervision. I know this is a difficult area, controversial, misunderstood, but that has, I am convinced, the potentialities so the school can give the qualitative leap, that many people want that it takes time to be reached. I end up by making a reflection of the entire path, and I conclude that I feel at a different level from the initial one, but I know that I am still at the beginning and there is much more to learn.
Date of Award | 31 Jan 2013 |
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Original language | Portuguese |
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Awarding Institution | - Universidade Católica Portuguesa
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Supervisor | José Matias Alves (Supervisor) & Lília Ana Santos Silva (Co-Supervisor) |
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- Supervision
- Evaluation
- Ethics
- Autonomy
- Emancipation
- Mestrado em Ciências da Educação
Do avaliador ao supervisor: que (per)cursos necessários?
Marques, N. D. S. (Student). 31 Jan 2013
Student thesis: Master's Thesis