O contributo da avaliação do desempenho docente para o desenvolvimento profissional

: a perspetiva dos diretores e dos docentes avaliadores e avaliados

Abstract

This assignment is on the problematic of the teachers’ performance evaluation and its main aim is to understand in which way it promotes the teachers’ professional development. With this in mind, this research was developed based on the teachers views about the application of this evaluation in the legislative context regulating the first two evaluative cycles and it also includes their expectations about the current design, recognizing that this instrument assists on the teachers’ professional development. This way, we conducted a qualitative study with nine professionals of three school clusters of Coimbra and Viseu districts, which were directly involved in the evaluation process. Data collection was done using interviews that were submitted to analysis. This study shows that the main perception is that this instrument serves certification and it controls career progression, although the purpose underlying the legal documents that rule the evaluation focus on the teachers’ professional development. It is also concluded that the changes imposed by the current evaluation design, namely the external evaluator, don’t change the teachers’ perceptions in what concerns the teachers’ performance evaluation. Lastly, we reached the conclusion that the evaluation design, as it has been conceived, doesn’t answer the expectations towards the promotion of teachers’ professional development. The study ends with a few recommendations which we think might contribute to a new way of looking at the teachers’ performance evaluation.

Date of Award	2014
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Célia Ribeiro (Supervisor)