A avaliação tem vindo a assumir imp

A avaliação tem vindo a assumir importância crescente em todos os domínios e organizações, incluindo as escolas e os professores.
É neste contexto que têm proliferado trabalhos de investigação que traduzem interesse e preocupação pelo melhor conhecimento e elucidação destas práticas e respetivas metodologias.
A problemática da avaliação dos professores é pertinente e, citando Hadji (1995), “(…) não só difícil, mas, também, de uma certa maneira, explosiva.”
Para uma gestão correta e adequada dos recursos de qualquer organização há sempre a necessidade de feedback do respetivo funcionamento e, portanto, a necessidade de se efetuar uma avaliação.
No entanto, quando se trata de avaliação de professores, estes aceitam dificilmente não tanto o princípio da avaliação em si mesmo, mas as formas de que ela se tem revestido principalmente a partir do Decreto Regulamentar nº 2/2008 de 10 de janeiro, que veio trazer modificações de relevo no sistema de avaliação até aí em vigor.
Não deixa de ser curioso e paradoxal que os professores aceitem com tanta dificuldade aquilo que fazem constantemente na prática do seu quotidiano no decurso da avaliação das aprendizagens dos alunos…
Com este trabalho pretende-se fazer uma reflexão crítica sobre a avaliação dos professores, pondo a ênfase nas dificuldades/constrangimentos vivenciados na sua implementação.
Por este motivo, a metodologia utilizada baseia-se na tradição de investigação qualitativa em ciências sociais, e que segundo Gauthier (1987), consiste primordialmente, no estudo e interação com os indivíduos no seu ambiente e utilizando a sua linguagem específica, podendo este trabalho enquadrar-se na etnometodologia (Herman, 1983). A recolha de dados foi elaborada através de observação, direta (sistemática) ou participante. (De Bruyne et al)

Resultados (Inglês) 1:

assessment has assumed increasing importance in all areas and organizations, including schools and teachers.
It is in this context that have proliferated that translate research interest and concern for the best knowledge and elucidation of these practices and their respective methodologies.
The issue of teacher evaluation is relevant and, citing hadji (1995),"(...) Not only difficult, but also, in a certain way, explosive."
For a correct and proper management of resources in any organization there is always the need for feedback from the respective operation and therefore the need to make an assessment.
however, when it comes to teacher evaluation, they hardly accept not so much the principle of the evaluation itself,but the ways that she has covered mainly from the decree No. 2/2008 of 10 January, which brought relief changes in the evaluation system hitherto in force.
does not cease to be curious and paradoxical that teachers agree with much difficulty what they do constantly in the practice of their daily lives during the evaluation of student learning ...
This work aims to make a critical reflection on the evaluation of teachers, putting emphasis on the difficulties / constraints experienced in its implementation.
For this reason,The methodology used is based on the tradition of qualitative research in the social sciences, and according gauthier (1987), consists primarily in the study and interaction with individuals in their environment and using its specific language, this work may fall within the ethnometodology (Herman, 1983). data collection was developed through observation,direct (systematic) or participant. (De Bruyne et al)

Resultados (Inglês) 2:

The assessment has taken on increasing importance in all areas and organizations, including schools and teachers.
It is in this context that have proliferated that translate research interest and concern for better understanding and elucidation of these practices and their methodologies.
the problem of teacher assessment is pertinent and, citing Hadji (1995), “(…) not only difficult, but also, in some way, explosive. "
To a correct and proper management of the resources of any organization there is always the need for feedback from the respective operation and, therefore, the need to make an evaluation.
However, when it comes to teacher evaluation, these hardly accept not so much the principle of self assessment, but the forms that she has covered mainly from the regulatory decree No 2/2008 of 10 January, who came to bring modifications in the system of evaluation so far.
It is curious and paradoxical that the teachers accept with so much trouble it that are constantly in the practice of their everyday lives in the course of evaluation of students ' learning ...
With this work intends to make a critical reflection on the evaluation of teachers, putting the emphasis on the difficulties/constraints experienced in its implementation.
for this reason, the methodology used is based on the tradition of qualitative research in the social sciences, and that according to Gauthier (1987), consists primarily in the study and interaction with individuals in your environment and using their specific language, and this work fit in ethnomethodology (Herman, 1983). The data collection has been developed through observation, (systematic) or end. (De Bruyne et al)

Resultados (Inglês) 3:

The evaluation has been to assume increasing importance in all fields and organizations, including the schools and teachers.
It is in this context that is becoming more widespread research work which reflect interest and concern by better knowledge and understanding of these practices and customer’s methodologies.
The problem of evaluation of teachers is relevant and, citing Hadji (1995)," ( ..) not only difficult, but also, in a certain way, explosive."
For a correct and adequate management of the resources of any organization there is always the need for feedback from the respective operation and, therefore, the need to make an assessment.
however, when it comes to evaluation of teachers, they have difficulty in accepting does not so much the principle of assessment in itself,But the ways in which it has coated mainly from the Regulatory Decree no. 2/2008 of 10 January, who came to bring changes of emphasis in the system of evaluation until ai in force.
Does not cease to be curious and paradoxical that teachers accept with so much difficulty what are constantly in practice of their daily lives in the course of the evaluation of the learning of students etc.
With this work to make a critical reflection on the evaluation of teachers, putting the emphasis on the difficulties/constraints experienced in their implementation.
For this reason,The methodology used is based on the tradition of qualitative research in the social sciences, and that second Gauthier (1987), consists primarily in study and interaction with the individuals in your environment and using its specific language, and may this work fall in ethnomethodology (Herman, 1983). The collection of data has been compiled through observation,Direct (systematic) or participant. (De Bruyne et al.)