Policies and practices of external evaluation of schools: spaces for teacher collaboration? *

Detalhes bibliográficos
Autor(a) principal: Seabra, Filipa
Data de Publicação: 2022
Outros Autores: Abelha, Marta, Henriques, Susana, Mouraz, Ana
Tipo de documento: Artigo
Idioma: por
eng
spa
Título da fonte: Ensaio (Rio de Janeiro. Online)
Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3442
Resumo: Teaching has traditionally been a solitary profession. However, both because of the growing awareness of the complexity of teaching and the emergence of a notion of curriculum based on transversal competences, teachers’ collaborative work is currently the focus of increased attention and research. Teacher collaboration has a paradoxical status in schools, as desired by educational policies and by teachers’ and schools’ discourses, but there is little evidence of authentic teacher collaboration practices. The present article intends to identify how teacher collaboration is at stake in schools. The perspective considered here is that of the frame of reference and reports of the third cycle of External Evaluation of Schools, conducted by the General Inspectorate of Education and Science in Portugal. The study uses document analysis as a data-gathering technique and content analysis for data analysis. The results point to the transversal valuing of teacher collaborative work in order to promote the improvement of teachers’ practices related to supervision. (*) This article is included in a project funded by national funds through the FCT – Fundação para a Ciência e a Tecnologia, I.P., Project PTDC/CED-EDG/30410/2017, (MAEE) Mechanisms for change in schools and the inspectorate. A study about the third cycle of External Evaluation of non-higher education schools in Portugal.
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spelling Policies and practices of external evaluation of schools: spaces for teacher collaboration? *Políticas y prácticas para la evaluación externa de las escuelas:¿espacios para la colaboración del maestro?Políticas e práticas de avaliação externa de escolas: quais os espaços para a colaboração docente?EducationTeacher Collaboration; External Evaluation of Schools; Institutional Evaluation Policies; Document analysisEducaciónColaboración Docente; Evaluación Escolar Externa; Políticas de Evaluación Institucional; Análisis DocumentalEducaçãoColaboração Docente; Avaliação Externa de Escolas; Políticas de Avaliação Institucional; Análise DocumentalTeaching has traditionally been a solitary profession. However, both because of the growing awareness of the complexity of teaching and the emergence of a notion of curriculum based on transversal competences, teachers’ collaborative work is currently the focus of increased attention and research. Teacher collaboration has a paradoxical status in schools, as desired by educational policies and by teachers’ and schools’ discourses, but there is little evidence of authentic teacher collaboration practices. The present article intends to identify how teacher collaboration is at stake in schools. The perspective considered here is that of the frame of reference and reports of the third cycle of External Evaluation of Schools, conducted by the General Inspectorate of Education and Science in Portugal. The study uses document analysis as a data-gathering technique and content analysis for data analysis. The results point to the transversal valuing of teacher collaborative work in order to promote the improvement of teachers’ practices related to supervision. (*) This article is included in a project funded by national funds through the FCT – Fundação para a Ciência e a Tecnologia, I.P., Project PTDC/CED-EDG/30410/2017, (MAEE) Mechanisms for change in schools and the inspectorate. A study about the third cycle of External Evaluation of non-higher education schools in Portugal. La enseñanza ha sido tradicionalmente una profesión solitaria. Sin embargo, tanto por la conciencia creciente de la complejidad de la enseñanza y el surgimiento de una noción de currículo basado en competencias transversales, el trabajo colaborativo de los maestros es actualmente el foco de mayor atención e investigación. La colaboración de maestros tiene un estatus paradójico en las escuelas, como lo desean las políticas educativas y los discursos de los maestros y las escuelas, pero hay poca evidencia de prácticas auténticas de colaboración de maestros. El presente artículo tiene la intención de identificar cómo la colaboración del maestro está en juego en las escuelas. La perspectiva aquí considerada es la del marco de referencia e informes del tercer ciclo de evaluación externa de las escuelas, realizada por la Inspección General de Educación y Ciencias en Portugal. El estudio utiliza el análisis documental como una técnica de recopilación de datos y un análisis de contenido para el análisis de datos. Los resultados apuntan a la valoración transversal del trabajo colaborativo del maestro destinado a promover la mejora de las prácticas docentes relacionadas con la supervisión.A profissão de docente foi tradicionalmente uma profissão solitária. Todavia, cada vez mais, quer pela consciência da complexidade da tarefa que é educar, quer pela emergência de uma ideia de currículo assente em competências transversais, o trabalho colaborativo dos professores tem sido objeto de maior atenção pela investigação. A colaboração docente tem uma existência paradoxal nas escolas, uma vez que tem sido desejada no âmbito das políticas educativas e nos discursos dos professores e das escolas, mas são parcas as práticas que refletem autêntico trabalho colaborativo docente. No presente artigo procura-se identificar de que formas se operacionaliza esta colaboração nas escolas. O olhar é estabelecido a partir do referencial e dos relatórios do 3º ciclo da Avaliação Externa das Escolas levada a cabo pela Inspeção Geral da Educação e Ciência em Portugal. O estudo usa a análise documental como técnica de recolha de dados e a análise de conteúdo como técnica de análise de dados. Os resultados salientam a valorização transversal do trabalho colaborativo como meta desejável a promover na melhoria das práticas pedagógicas, de modo relacionado com a supervisão.Fundação CesgranrioFCT – Fundação para a Ciência e a Tecnologia, I.P., no âmbito do projeto PTDC/CED-EDG/30410/2017Seabra, FilipaAbelha, MartaHenriques, SusanaMouraz, Ana2022-07-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/344210.1590/S0104-40362022003003442Ensaio: Avaliação e Políticas Públicas em Educação; v. 30, n. 116 (2022): Revista Ensaio Jul./Set.; 644-6681809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2porengspahttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3442/1655https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3442/1656https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3442/1657EuropaDireitos autorais 2020 Ensaio: Avaliação e Políticas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2022-08-26T18:41:46Zoai:ojs.localhost:article/3442Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2022-08-26T18:41:46Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse
dc.title.none.fl_str_mv Policies and practices of external evaluation of schools: spaces for teacher collaboration? *
Políticas y prácticas para la evaluación externa de las escuelas:¿espacios para la colaboración del maestro?
Políticas e práticas de avaliação externa de escolas: quais os espaços para a colaboração docente?
title Policies and practices of external evaluation of schools: spaces for teacher collaboration? *
spellingShingle Policies and practices of external evaluation of schools: spaces for teacher collaboration? *
Seabra, Filipa
Education
Teacher Collaboration; External Evaluation of Schools; Institutional Evaluation Policies; Document analysis
Educación
Colaboración Docente; Evaluación Escolar Externa; Políticas de Evaluación Institucional; Análisis Documental
Educação
Colaboração Docente; Avaliação Externa de Escolas; Políticas de Avaliação Institucional; Análise Documental
title_short Policies and practices of external evaluation of schools: spaces for teacher collaboration? *
title_full Policies and practices of external evaluation of schools: spaces for teacher collaboration? *
title_fullStr Policies and practices of external evaluation of schools: spaces for teacher collaboration? *
title_full_unstemmed Policies and practices of external evaluation of schools: spaces for teacher collaboration? *
title_sort Policies and practices of external evaluation of schools: spaces for teacher collaboration? *
author Seabra, Filipa
author_facet Seabra, Filipa
Abelha, Marta
Henriques, Susana
Mouraz, Ana
author_role author
author2 Abelha, Marta
Henriques, Susana
Mouraz, Ana
author2_role author
author
author
dc.contributor.none.fl_str_mv FCT – Fundação para a Ciência e a Tecnologia, I.P., no âmbito do projeto PTDC/CED-EDG/30410/2017
dc.contributor.author.fl_str_mv Seabra, Filipa
Abelha, Marta
Henriques, Susana
Mouraz, Ana
dc.subject.por.fl_str_mv Education
Teacher Collaboration; External Evaluation of Schools; Institutional Evaluation Policies; Document analysis
Educación
Colaboración Docente; Evaluación Escolar Externa; Políticas de Evaluación Institucional; Análisis Documental
Educação
Colaboração Docente; Avaliação Externa de Escolas; Políticas de Avaliação Institucional; Análise Documental
topic Education
Teacher Collaboration; External Evaluation of Schools; Institutional Evaluation Policies; Document analysis
Educación
Colaboración Docente; Evaluación Escolar Externa; Políticas de Evaluación Institucional; Análisis Documental
Educação
Colaboração Docente; Avaliação Externa de Escolas; Políticas de Avaliação Institucional; Análise Documental
description Teaching has traditionally been a solitary profession. However, both because of the growing awareness of the complexity of teaching and the emergence of a notion of curriculum based on transversal competences, teachers’ collaborative work is currently the focus of increased attention and research. Teacher collaboration has a paradoxical status in schools, as desired by educational policies and by teachers’ and schools’ discourses, but there is little evidence of authentic teacher collaboration practices. The present article intends to identify how teacher collaboration is at stake in schools. The perspective considered here is that of the frame of reference and reports of the third cycle of External Evaluation of Schools, conducted by the General Inspectorate of Education and Science in Portugal. The study uses document analysis as a data-gathering technique and content analysis for data analysis. The results point to the transversal valuing of teacher collaborative work in order to promote the improvement of teachers’ practices related to supervision. (*) This article is included in a project funded by national funds through the FCT – Fundação para a Ciência e a Tecnologia, I.P., Project PTDC/CED-EDG/30410/2017, (MAEE) Mechanisms for change in schools and the inspectorate. A study about the third cycle of External Evaluation of non-higher education schools in Portugal.
publishDate 2022
dc.date.none.fl_str_mv 2022-07-11
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3442
10.1590/S0104-40362022003003442
url https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3442
identifier_str_mv 10.1590/S0104-40362022003003442
dc.language.iso.fl_str_mv por
eng
spa
language por
eng
spa
dc.relation.none.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3442/1655
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3442/1656
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3442/1657
dc.rights.driver.fl_str_mv Direitos autorais 2020 Ensaio: Avaliação e Políticas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2020 Ensaio: Avaliação e Políticas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.coverage.none.fl_str_mv Europa
dc.publisher.none.fl_str_mv Fundação Cesgranrio
publisher.none.fl_str_mv Fundação Cesgranrio
dc.source.none.fl_str_mv Ensaio: Avaliação e Políticas Públicas em Educação; v. 30, n. 116 (2022): Revista Ensaio Jul./Set.; 644-668
1809-4465
0104-4036
reponame:Ensaio (Rio de Janeiro. Online)
instname:Fundação Cesgranrio
instacron:CESGRANRIO-2
instname_str Fundação Cesgranrio
instacron_str CESGRANRIO-2
institution CESGRANRIO-2
reponame_str Ensaio (Rio de Janeiro. Online)
collection Ensaio (Rio de Janeiro. Online)
repository.name.fl_str_mv Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio
repository.mail.fl_str_mv ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br
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