Observação de aulas enquanto estratégia de supervisão pedagógica e avaliação de docentes

Abstract

This paper is a theoretical reflection on moments of my professional life, while teaching the third cycle and secondary education. The theme selected for this report, classroom observation, is directly related to the purpose of the frequency of the Masters in Educational Sciences. For me, observation of lessons is the basis of the whole mechanism of Supervision. In this context, I will give more relevance to the model of "Clinical Supervision". This model is operationalized through observation cycles and consist of three main phases: pre-observation, observation and post-observation. Its main objective is to improve teaching practice in the classroom, where there should be a spirit of collaboration between supervisor/observed teacher, involving planning, observation, analysis, reflection and evaluation of the work performed. Thus I will reflect on the experience of observation in classes during my professional life and the contributions that gathered to improve the quality of educational practices, the relationship between pairs of student learning, supported by values such as cooperation, mutual aid, commitment, sharing and responsibility. It is in the classroom that runs much of the educational activity, and it is therefore important to observe and understand the processes that are developed there in order to make the students learn. I however, the negative charge and stress associated with class observation should be reduced. The classroom observation enables both professional development of the teacher observed as the observer, through a systematic reflection on teaching practices in the classroom, in order to improve educational processes and products. This practice of supervision should, indeed, promote changes in teaching practices, through a dynamic process in which teachers analyze and reflect on the evidence observed. The evaluation of teachers' performance should not be a mere bureaucratic and administrative routine but be a powerful resource for improving the quality of teaching practices, creating supportive environments for innovation, personal and professional development and as a result the improvement of student learning. It is with this conviction that I propose to accomplish this reflective report, highlighting the classroom observation as a pedagogical supervisory practices that can improve the quality of education and the environment of a school.

Date of Award	2012
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	José Matias Alves (Supervisor) & Ilídia Vieira (Co-Supervisor)