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Presentation
Presentation
The relevance of this UC lies in the fact that it can provide master's students with the appropriation of professional instruments, to act efficiently as evaluators of teaching performance in their professional contexts, respecting ethical and democratic principles.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 8
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULP1651-1-14490
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
1. Supervision and performance evaluation of teachers Ethical and conceptual framework of teacher evaluation, in the current ADD framework. 2. Roles of evaluators and evaluation bodies in teacher performance evaluation (ADD). 3. Observation and evaluation instruments: their analysis, construction and criticism. 4. Observation of classes and school activities: an analytical and reflective perspective. 5. Contributions to an assessment of the development of professional identity in an educational community and the appreciation of professional learning and the success of teaching and learning. 6. Influence of contexts on teacher and school evaluation processes.
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Objectives
Objectives
At the end of this UC, master's students will be able to: Apply reflective action strategies on current educational contexts; To have knowledge and critical analysis of the role of the supervisor/evaluator in these same contexts (classroom, class council, department, school); Knowing how to critically analyze the evaluation regulations in force in schools; Appropriate observation and evaluation instruments that enable them to critically and reflectively exercise the supervisory functions of Teacher Performance Assessment; Coordinate the elaboration, application and monitoring of teaching evaluation instruments in school contexts; Be able to communicate their knowledge and reasoned reflections to different interlocutors in the classroom, in particular, and in the school community, in general; Produce individual and group work, applying the concepts and theories learned throughout the UC.
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Teaching methodologies and assessment
Teaching methodologies and assessment
In this UC, the aim is for teaching to combine expository, collaborative, critical and reflective in theoretical-practical classes. In this way, the aim is to read critique, individually or in a small group, of texts related to the content proposed with subsequent presentation by the master's students to the large group, as well as the simulation of contexts of evaluation practices, using instruments presented or reconstructed, followed by an extended discussion and the respective conclusions.
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References
References
Alves, M., Cunha, P., Lourenço, A., & Monteiro, A. (2018). Perceção dos professores sobre a avaliação do desempenho docente. Revista Portuguesa de Educação, 31(1), 61-78. Arnaud, P., & Ribeiro, C. (2021). Perceções de avaliadores e avaliados sobre o atual modelo de ADD: conhecer para compreender e (re)agir. Gestão E Desenvolvimento, (29), 329-356. Baptista, I. (2011). Ética, Deontologia e Avaliação do Desempenho Docente. CCAP. Cirne, A. (2022). Prática de avaliação do desempenho docente. Cordel d'Prata. Flores, A. (2010). A avaliação de Professores numa Perspectiva internacional. Sentidos e Implicações. Areal Editores. Jardilino, J., Sampaio, A. & Oliveria, A. (2021). Avaliação de desempenho docente:culpar, punir ou desenvolver profissionalmente? Revista Ensaio: Avaliação e políticas públicas em educação. 29(111), 318-337 Queiroga, L., Barreira, C. ,& Oliveira, A, (2019). Supervisão e Desempenho Docente. Chiado Books
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Office Hours
Office Hours
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Mobility
Mobility
No
