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Advisor(s)
Abstract(s)
A presente investigação teve como principal objetivo analisar a relação entre a formação contínua, o desenvolvimento profissional e a avaliação de desempenho docente, balizada pelo atual enquadramento legal. O estudo empírico guiou-se por um estudo de caso e foi desenvolvido num agrupamento de escolas do distrito do Porto, com turmas do pré-escolar, 1º, 2º e 3º ciclo.
Para o efeito, recorremos a uma metodologia de natureza quantitativa e qualitativa. Neste sentido, a recolha de dados resultou da aplicação de um inquérito por questionário a todos os educadores e professores e de inquérito por entrevista aos coordenadores de departamento e ao diretor do Centro de Formação de Associação de Escolas a que o agrupamento se encontra associado, no sentido de obter a perceção dos diferentes atores relativamente à formação contínua e ao atual modelo de avaliação de desempenho docente. A análise dos resultados aponta para um alinhamento da formação disponibilizada com as políticas educativas vigentes, associada à progressão na carreira, um frágil diagnóstico das necessidades de formação docente e um modelo de avaliação de desempenho potenciador de conflitos e muito distante dos objetivos enunciados.
Regista-se a necessidade de um plano de formação assente no diagnóstico de necessidades, que tenha como finalidade a melhoria das competências e do desempenho dos docentes, e a reformulação do atual modelo de avaliação.
The present investigation aimed to analyze the relationship between continuous training,professional development, and teacher performance evaluation, guided by the current legal framework. The empirical study was conducted as a case study within a group of schools in the Porto district, encompassing preschool, primary, and secondary education. A mixed-methods approach was utilized, combining quantitative and qualitative methodologies. Data collection involved the administration of a questionnaire survey to all educators and teachers, as well as interviews with department coordinators and the director of the School Association Training Center associated with the school group, in order to obtain the perspectives of different stakeholders regarding continuous training and the current performance evaluation model. The analysis of the results indicates a alignment of the provided training with current educational policies, associated with career progression, a weak diagnosis of teacher training needs, and a performance evaluation model that fosters conflicts and is far from achieving its stated objectives. There is a need for a training plan based on needs assessment, aimed at improving the skills and performance of teachers, as well as a reformulation of the current evaluation model.
The present investigation aimed to analyze the relationship between continuous training,professional development, and teacher performance evaluation, guided by the current legal framework. The empirical study was conducted as a case study within a group of schools in the Porto district, encompassing preschool, primary, and secondary education. A mixed-methods approach was utilized, combining quantitative and qualitative methodologies. Data collection involved the administration of a questionnaire survey to all educators and teachers, as well as interviews with department coordinators and the director of the School Association Training Center associated with the school group, in order to obtain the perspectives of different stakeholders regarding continuous training and the current performance evaluation model. The analysis of the results indicates a alignment of the provided training with current educational policies, associated with career progression, a weak diagnosis of teacher training needs, and a performance evaluation model that fosters conflicts and is far from achieving its stated objectives. There is a need for a training plan based on needs assessment, aimed at improving the skills and performance of teachers, as well as a reformulation of the current evaluation model.
Description
Keywords
Formação contínua Desenvolvimento profissional Avaliação de desempenho docente Llano de formação Continuing training Professional development Teacher performance evaluation Training plan
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação