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Abstract(s)
Este estudo procura compreender a influência da avaliação docente no desempenho e desenvolvimento profissional do educador de infância. O estudo foi desenvolvido com base em aulas de educadoras observadas pelas diretoras. A supervisão de aulas e avaliação dos educadores começou a ser implementada desde o ano letivo 2013/2014.
Os objetivos específicos do estudo são: conhecer as perceções do Educador de Infância e diretores sobre a Avaliação de Desempenho Docente; compreender a influência da Avaliação de Desempenho Docente na planificação e intervenção educativa do Educador de Infância; identificar eventuais mudanças na prática profissional decorrente da Avaliação de Desempenho Docente e identificar os sentimentos do Educador de Infância relativos à Avaliação do Desempenho Docente.
A metodologia usada para realizar o estudo é de natureza qualitativa. Os dados foram recolhidos através da realização de entrevistas semiestruturadas a 12 educadoras de infância a exercer funções na valência de pré escolar e 3 a diretoras pedagógicas. A análise dos dados seguiu os procedimentos da análise de conteúdo. Os resultados mostram que, para a maioria das educadoras a avaliação do desempenho docente é algo bastante desconfortável, deixando-as pouco à vontade, enquanto que para as diretoras é algo que faz parte das suas funções e que não veem como algo que intimide, mas sim uma ajuda e apoio às educadoras de infância É importante para o educador avaliado que perceba o porquê do supervisor, neste caso, a diretora lhe ter sido atribuída aquela nota, que valor é dado a cada parâmetro no qual é avaliado. No geral, os educadores de infância concluem que a avaliação de desempenho docente para além de não contribuir para o seu desenvolvimento profissional não tem também qualquer impacto direto na sua carreira.
ABSTRACT This study seeks to understand the influence of teacher evaluation on the performance and professional development of the childhood educator. The study was developed based on classes of educators observed by the principals. Supervision of classes and evaluation of educators began to be implemented since the school year 2013/2014. The specific objectives of the study are: to know the perceptions of the Childhood Educator and directors on the Evaluation of Teaching Performance; To understand the influence of the Teacher Performance Evaluation in the educational planning and intervention of the Childhood Educator; To identify possible changes in the professional practice resulting from the Teacher Performance Evaluation and to identify the feelings of the Educator of Childhood related to the Evaluation of the Teaching Performance. The methodology used to carry out the study is qualitative in nature. Data were collected through semi-structured interviews with 12 pre-school educators to perform pre-school valence functions and 3 to pedagogical directors. The analysis of the data followed the procedures of content analysis. The results show that for most educators the evaluation of teacher performance is very uncomfortable, leaving them uncomfortable, whereas for the teachers it is something that is part of their functions and that they do not see as something that intimidates, but Yes an aid and support to the educators of childhood It is important for the educator evaluated that he / she understands why the supervisor, in this case, the director has been assigned that note, what value is given to each parameter in which it is evaluated. Overall, early childhood educators conclude that evaluating teacher performance in addition to not contributing to their professional development also has no direct impact on their career.
ABSTRACT This study seeks to understand the influence of teacher evaluation on the performance and professional development of the childhood educator. The study was developed based on classes of educators observed by the principals. Supervision of classes and evaluation of educators began to be implemented since the school year 2013/2014. The specific objectives of the study are: to know the perceptions of the Childhood Educator and directors on the Evaluation of Teaching Performance; To understand the influence of the Teacher Performance Evaluation in the educational planning and intervention of the Childhood Educator; To identify possible changes in the professional practice resulting from the Teacher Performance Evaluation and to identify the feelings of the Educator of Childhood related to the Evaluation of the Teaching Performance. The methodology used to carry out the study is qualitative in nature. Data were collected through semi-structured interviews with 12 pre-school educators to perform pre-school valence functions and 3 to pedagogical directors. The analysis of the data followed the procedures of content analysis. The results show that for most educators the evaluation of teacher performance is very uncomfortable, leaving them uncomfortable, whereas for the teachers it is something that is part of their functions and that they do not see as something that intimidates, but Yes an aid and support to the educators of childhood It is important for the educator evaluated that he / she understands why the supervisor, in this case, the director has been assigned that note, what value is given to each parameter in which it is evaluated. Overall, early childhood educators conclude that evaluating teacher performance in addition to not contributing to their professional development also has no direct impact on their career.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Supervisão em Educação
Keywords
Avaliação de desempenho docente Avaliação Reflexão Sentimentos Aspetos positivos e negativos da ADD Teacher performance evaluation Evaluation Reflection, feelings Positive and negative aspects of ADD
Citation
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa