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Authors
Advisor(s)
Abstract(s)
No quadro da revisão do Estatuto da Carreira Docente (2007) implementou-se um
sistema de avaliação individual dos professores do ensino público português com
consequências visíveis para o trabalho e para a profissão de professor que, por sua vez,
originou um período intenso de conflitos entre Governo, sindicatos e professores.
Nesta comunicação apresentamos uma análise de perceções e formas de reação dos
professores com respeito ao modelo e critérios de avaliação do desempenho
introduzido e os seus efeitos na sua profissionalidade. Para tal recorremos a resultados
parciais de um inquérito por questionário realizado a uma amostra de professores
(N=1.872) dos ensinos pré-escolar, básico e secundário de Portugal continental.
Verificamos predominantemente reações negativas da parte dos professores em
relação ao modelo e aos seus critérios de avaliação, mas também encontramos
reações que indicam atitudes diversas em relação às suas consequências. Um dos
elementos-chave da análise é a diferenciação e convergência de sentidos que o
modelo teve para os professores consoante a geração profissional a que pertencem.
Abstract: In the review of the Teaching Career Statute (2007) was implemented a system of individual evaluation of Portuguese public school teachers with visible consequences for the teaching profession, that for has led to an intense period of conflict between the government, unions and teachers. In this communication we present an analysis of perceptions and ways of reaction of teachers with respect to the model and the performance evaluation criteria introduced and its effects on their professionalism. For this we uso partial results of a survey conducted with a sample of pre-school, primary and secondary teachers (N = 1,872) of Portugal. We predominantly observed negative reactions from the teachers in relation to the model and its evaluation criteria, but we also found responses that indicate various attitudes in relation to their consequences. One of the key elements of the analysis is the differentiation and convergence of meaning for teachers about this evaluation model depending on the professional generation that they belong.
Abstract: In the review of the Teaching Career Statute (2007) was implemented a system of individual evaluation of Portuguese public school teachers with visible consequences for the teaching profession, that for has led to an intense period of conflict between the government, unions and teachers. In this communication we present an analysis of perceptions and ways of reaction of teachers with respect to the model and the performance evaluation criteria introduced and its effects on their professionalism. For this we uso partial results of a survey conducted with a sample of pre-school, primary and secondary teachers (N = 1,872) of Portugal. We predominantly observed negative reactions from the teachers in relation to the model and its evaluation criteria, but we also found responses that indicate various attitudes in relation to their consequences. One of the key elements of the analysis is the differentiation and convergence of meaning for teachers about this evaluation model depending on the professional generation that they belong.
Description
Keywords
Modelo de avaliação Professor Profissionalismo Evaluation model Teacher Professionalism
Citation
Stoleroff, A., Santos, P. (2014). Avaliação do desempenho docente: percepções de professores sobre o modelo e os seus critérios. In C. Tomás & C. Gonçalves (Org.). VI Encontro do CIED - I Encontro Internacional em Estudos Educacionais. Avaliação: Desafios e Riscos (pp. 502-516). Lisboa: CIED
Publisher
CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa