TPE utility: criteria for professional and institutional development

• Autor(a) principal: Rodrigues, Natália
• Data de Publicação: 2018
• Outros Autores: Martins, Maria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.7559/gestaoedesenvolvimento.2018.664

Currently, most of the education specialists share the perspective that the teaching performance evaluation should constitute a means of personal, professional and institutional development, in the sense of the improvement of the teaching practices and the educational action of the schools, allowing these to respond publicly to the social and political demands in terms of the quality of what the students have learned and their school and educational results. This improvement should be achieved through the integrated implementation of systems and models for teaching performance evaluation. In this article we present some of the results of a study carried out within the scope of the master's thesis at the Catholic University of Portugal, whose main objective was to know how the teachers of three secondary schools in a city in the center of the country perceived the evaluation process of the teaching performance of the 2009/2011 biennium. The data obtained through the application of a questionnaire survey to teachers of these schools allow us to conclude that, from a personal, professional and institutional point of view, it has not proved to be a useful process, having slipped into a bureaucratic and administrative procedure that did not have a positive impact on improving its practices and organization of your job.