PROCESSOS SUPERVISIVOS E AVALIAÇÃO DE PROFESSORES: TENSÕES E EXPECTATIVAS EM PORTUGAL

Abstract

Changes in the organization of teachers’ career since 1990 and, more specifically, measures related to teacher evaluation in Portugal have fueled discussions on the objectives, players, methods and procedures with regard to that same evaluation. Through this article, we intend to contribute to a deeper approach to those issues, by reflecting on recent policies on teacher evaluation in Portugal in the light of two central concepts: formative evaluation and supervision. That reflection is based both on outcomes of some empirical research and on the analysis of a number of relevant official documents, related both to the situation in the Portuguese mainland and on the Azores, an Autonomous Region of Portugal. We will start by locating the discussion of teacher evaluation in a conceptual framework that considers all the functions that can be assigned to evaluation. Then we will focus on formative evaluation and discuss the extent to which it has been considered in the Portuguese educational policy. We will also discuss some issues related to educational supervision, especially its relationship with the formative evaluation of teachers in Portugal and the role of the inspectorate in its implementation.

http://dx.doi.org/10.14572/nuances.v20i21.1088