Resumo

FERREIRA, Carlos Alberto  e  OLIVEIRA, Cristina. Teachers' self-assessment and the improvement of educational practices: perceptions of Portuguese teachers. Est. Aval. Educ. [online]. 2015, vol.26, n.63, pp.806-836. ISSN 1984-932X.  https://doi.org/10.18222/eae.v0ix.3592.

Our study aimed to gather teachers' perspectives regarding the contribution of self-assessment to the evaluation system of Portuguese teacher performance, for the improvement of pedagogic practices. Using an exploratory case study, we outlined a qualitative research methodology that was completed by the analysis of the legislation on the evaluation of teaching performance in Portugal as well as by semi-structured interviews of five teachers from a group of schools. The data obtained showed that teachers perceive teaching performance assessment as a diagnosis process to identify strengths as well as what should be improved in their teaching practices. The self-assessment of teachers, through a reflection on their own teaching practices throughout the school year, constitutes a contribution to this process, although it is not clear whether it leads to effective change in terms of practices that promote their professional development.

Palavras-chave : Self-Assessment; Teaching Performance Assessment; Professional Development; Teaching Practice.

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