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Impacto da observação de aulas na avaliação de professores muito experientes
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Orientador(es)
Resumo(s)
O estudo debruça-se sobre o impacto da Observação de Aulas, aplicada a professores
muito experientes, que a ela se submetem, para obtenção de uma qualificação de mérito.
Esta problemática insere-se na Avaliação de Desempenho Docente, mas também na
Supervisão e Orientação da Prática Pedagógica.
Alguns destes professores, apresentam currículos admiráveis ao longo da sua praxis
docente, mas nunca foram observados nas suas aulas, para avaliação. Ou se por essa
experiência passaram no inicio da carreira, tal revestia-se de um contexto de formação
inicial, bem diferente.
Por se considerarem excelentes professores e serem identificados como tal, têm
necessidade formal de o provar (em qualquer dos modelos de avaliação), através da
observação das suas aulas, perante observadores internos ou externos (modelo anterior
ou atual) .
Como vivi pessoalmente esta situação, (que me causou algum constragimento), quis
saber o que pensavam e sentiam outros colegas na minha situação .
A investigação decorreu na minha escola de origem, em 2013/2014 e define-se como
um estudo qualitativo, tendo como design o estudo de caso, centrando-se na entrevista
semi-estruturada e análise documental.
O tratamento da informação recorreu à análise de conteúdo.
O trabalho contém três partes: enquadramento teórico global; estudo empírico e
considerações finais.
Os participantes são professores experientes, avaliadores e/ou avaliados, de áreas
cientificas e personalidades diferenciadas.
O estudo procura conhecer três vertentes: o que pensam sobre o assunto? O que sentem
enquanto intervenientes? E qual a importância do feedback neste contexto?
Os resultados revelam a observação de aulas como necessária para ascensão ao topo da
avaliação, mas reconhecem constrangimentos diversos para avaliadores e avaliados, no
modo como é realizada, referindo também a desvalorização que é atribuída ao feedback.
Urge repensar as questões da observação de aulas e avaliação de desempenho,
contribuindo para uma real avaliação docente, incentivando a melhoria das práticas e o
trabalho colaborativo.
The study focuses on the impact of classroom observation, applied to very experienced teachers who submits to it, to obtain a qualification of merit. This issue is part of the Teacher Performance Assessment, but also in the Supervision and Guidance of Teaching Practice. Some of these teachers have admirable curricula throughout their teaching praxis, but were never observed in their classrooms for evaluation. Or whether this experience started at the beginning of the career, such clothed is a context of initial training, very different. By themselves as excellent teachers and their identification as such, has formal need to prove (in any of the valuation models), through observation of their classes before internal or external (previous or current model) observers. And personally lived this situation, (which caused me some embarrassment), wanted to know what they thought and felt other colleagues in my situation. The research took place at my home school in 2013/2014 and is defined as a qualitative study design as a case study, focusing on semi-structured interviews and analysis documental. O information processing used an analysis of content. The work contains three parts: global theoretical framework; empirical study and concluding remarks. The participants are experienced teachers, assessors and / or evaluated in scientific areas and different personalities. The study seeks to understand three aspects: what they think about it, what they feel as players and the importance of feedback in this context. The results reveal classroom observation as necessary to rise to the top of the evaluation, but recognize many constraints for assessors and assessed, in how it is performed, also referring to depreciation which is attributed to feedback. Urges rethink the issues of classroom observation and evaluation of performance, contributing to a real teacher evaluation, encourage the improvement of practices and collaborative work.
The study focuses on the impact of classroom observation, applied to very experienced teachers who submits to it, to obtain a qualification of merit. This issue is part of the Teacher Performance Assessment, but also in the Supervision and Guidance of Teaching Practice. Some of these teachers have admirable curricula throughout their teaching praxis, but were never observed in their classrooms for evaluation. Or whether this experience started at the beginning of the career, such clothed is a context of initial training, very different. By themselves as excellent teachers and their identification as such, has formal need to prove (in any of the valuation models), through observation of their classes before internal or external (previous or current model) observers. And personally lived this situation, (which caused me some embarrassment), wanted to know what they thought and felt other colleagues in my situation. The research took place at my home school in 2013/2014 and is defined as a qualitative study design as a case study, focusing on semi-structured interviews and analysis documental. O information processing used an analysis of content. The work contains three parts: global theoretical framework; empirical study and concluding remarks. The participants are experienced teachers, assessors and / or evaluated in scientific areas and different personalities. The study seeks to understand three aspects: what they think about it, what they feel as players and the importance of feedback in this context. The results reveal classroom observation as necessary to rise to the top of the evaluation, but recognize many constraints for assessors and assessed, in how it is performed, also referring to depreciation which is attributed to feedback. Urges rethink the issues of classroom observation and evaluation of performance, contributing to a real teacher evaluation, encourage the improvement of practices and collaborative work.
Descrição
Dissertação de mestrado, Educação (Área de Especialização em Supervisão e Orientação da Prática Profissional), Universidade de Lisboa, Instituto de Educação, 2014
Palavras-chave
Observação Avaliação de professores Supervisão de professores Experiência profissional Teses de mestrado - 2014