Avaliação docente na educação superior: expectativas acadêmicas quanto ao uso dos resultados para aprimorar o ensino

• Autor(a) principal: Sousa, Ana Cléa Gomes de
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/8049
• topic: Teacher evaluation; Higher education; Ensino profissional – Avaliação - Fortaleza (CE); Professores universitários - Avaliação de Desempenho - Fortaleza (CE); Cultura Organizacional; Avaliação da Educação Superior; Instituto Federal de Ciência e Educação, Tecnologia do Ceará - Avaliação Institucional - Fortaleza (CE)

This research discusses about teaching evaluation in Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE) – campus of Sobral, whose relevance had anchored the relationship between the purpose it was intended for performance evaluation instituted and the using the results, considering the importance of them to the feedback of teaching practice. So, the overall goal of the study was to analyze the expectations of those involved in the process of teacher evaluation in IFCE, campus of Sobral, in relation to the using the evaluative results for improvement of teaching. The research had sought specifically: to know the forms to disclose the evaluation of teaching performance results to the involved listeners, verifying how is perceived by instructors, students and administrators the relation between the finality of evaluative procedure and the obtained results; to describe, from the instructors’, students’ and administrators’ perception, the instrument used to evaluate the instructors’ performance, detaching the extent to which that appliance reflects the context wherein the teacher work is realized; to investigate the influence of individualized feedback conceded to teachers to improve their practices; to characterize the bond between the institutional decisions and the teacher performance; to identify, in expectations of students, instructors and administrators involved in the performance of teacher evaluation procedure, the relations that can be established between that evaluation and what is considered a good teaching. In respect the methodological methods, beyond the descriptive character, a qualitative and quantitative approach was used, objectifying the integration of both approachs by means of triangulation between methods, using the combination of semi-structured interview with questionnaires to collect the data. The analyzed population was composed of 1.093 subjects(instructors and students). With the instructors a census was realized. In relation to students, the research has studied a sample stratified probalistic comprising 281 students. The findings of the research have evidenced, among other data, that there are fragilities in the investigated evaluative protocol, and in the core of involved subjects’ expectations one finds the urgency to enhance the efficiency of ways and use of the results arising from evaluation of instructors based on students’ opinion.