Modelos e práticas de desenvolvimento dos professores

: análise de um percurso

Abstract

A number of changes have been applied to the teaching profession relative to government policies regarding teaching supervision and performance evaluation. These changes intensified the discussion about the related subjects, objectives, actors and corresponding methods. Teachers’ professional development has been proved to be vital. Following the courses amendments, teaching approach and workplace conditions, it is, according to Day (2001: 39): “(…) the process by which the teachers, alone or in group, reflect and value their role as constructors of knowledge and skill throughout their lives.” The teaching profession has been stressing the importance of the three forms of training: initial, lifelong and specialized. Being the latter highlighted as the one that should qualify teachers for specialized and education related tasks, conferring itself an academic degree. Teacher specialization arises in an attempt to give adequate response to the broad array of nowadays’ school tasks as well as equipping them with new skills that enable a more efficient teaching. This study aimed to analyze the significance of teaching supervision, both in teacher training and performance evaluation, bearing in mind supervision theory models. Over a career course dedicated to teaching and school management, I believe having acquired an inside look of the frequent and ongoing changes to the education model. This fact has allowed me to take a cooperative and innovative stance about the work developed in different fields relating school management, allowing an improvement in teaching standards and school performance. This reflection is part of a career valuation work, taking into consideration the improvement of the human factor in the resulting performance of different related actors.

Date of Award	2012
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	José Afonso Baptista (Supervisor)