Supervisão e desenvolvimento profissional em contexto de ADD: olhar crítico sobre o processo avaliativo de 2009/2011 na Escola Alfa

• Autor(a) principal: Martins, Maria
• Data de Publicação: 2013
• 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.2013.251

The teacher performance evaluation is a complex and problematic social practice, affecting the lives of schools. From a various range of theoretical models, the ones which, for purposes of differentiation, combine a formative and developmental dimension with one of summative assessment have taken ground internationally. In this work, developed within the master's degree in Supervision and Evaluation of Teachers, in Universidade Católica, we firstly lead an analysis of this issue based on the literature and the Portuguese legislation. We also present a critical analysis of the assessment process for 2009/2011 performed in an elementary school. The data, based on the application of interviews conducted on three teachers of the school, identify some infidelities in relation to the references (internal and external) but above all, a substantial variance compared to the theoretical models proposed in the literature. Based on the identification of some unreached aspects, and taking as reference these same models, some proposals which can contribute to improve the process are brought up.