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Advisor(s)
Abstract(s)
A Avaliação do Desempenho Docente (ADD) é uma prática comum à maioria dos países europeus. Os professores portugueses, em 2007, receberam o novo modelo com resistência. O atual sistema de ADD continua a ser motivo de discórdia entre os professores e o Ministério da Educação. Nesse contexto, pretendeu-se saber se o articulado da lei, sobre a ADD, correspondia à realidade que os professores percecionam.
Tendo em vista esse objetivo, recorreu-se à aplicação de um inquérito por questionário, a todos os agrupamentos de Portugal Continental, com um total de 5852 respondentes. Este estudo de caso, com contornos de investigação-ação, foi analisado estatisticamente através da metodologia quantitativa, com recurso à estatística inferencial.
Os resultados revelaram que há divergência entre os fundamentos da ADD, estabelecidos no Decreto Regulamentar n.º 26/2012 e o que é percecionado pelos professores.
Posteriormente, foi delineado um plano de ação, com o objetivo de dar resposta a uma das questões que obteve grande discordância, por parte dos respondentes.
Teacher Performance Appraisal is a common practice in most European countries. In 2007, Portuguese teachers received the new model with resistance. The current system for appraisal of teaching performance continues to be a source of contention between teachers and the Ministry of Education. In this context, we wanted to find out whether the law's provisions on the Teacher Performance Appraisal corresponds to the reality that teachers perceive. With this objective in mind, a questionnaire survey was implemented on all schools in mainland Portugal, with a total of 5852 respondents. This action research case study was statistically analysed using quantitative methodology and inferential statistics. The results revealed that there is a divergence between the fundamentals of Teacher Performance Evaluation, established in Regulatory Decree 26/2012, and what is perceived by teachers. Subsequently, an action plan was drawn with the aim of answering one of the questions which the respondents disagreed with the most.
Teacher Performance Appraisal is a common practice in most European countries. In 2007, Portuguese teachers received the new model with resistance. The current system for appraisal of teaching performance continues to be a source of contention between teachers and the Ministry of Education. In this context, we wanted to find out whether the law's provisions on the Teacher Performance Appraisal corresponds to the reality that teachers perceive. With this objective in mind, a questionnaire survey was implemented on all schools in mainland Portugal, with a total of 5852 respondents. This action research case study was statistically analysed using quantitative methodology and inferential statistics. The results revealed that there is a divergence between the fundamentals of Teacher Performance Evaluation, established in Regulatory Decree 26/2012, and what is perceived by teachers. Subsequently, an action plan was drawn with the aim of answering one of the questions which the respondents disagreed with the most.
Description
Keywords
Avaliação do desempenho docente Progressão na carreira Enquadramento legal Teacher performance appraisal Career progression Legal framework
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação