<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1414-4077</journal-id>
<journal-title><![CDATA[Avaliação: Revista da Avaliação da Educação Superior (Campinas)]]></journal-title>
<abbrev-journal-title><![CDATA[Avaliação (Campinas)]]></abbrev-journal-title>
<issn>1414-4077</issn>
<publisher>
<publisher-name><![CDATA[Publicação da Rede de Avaliação Institucional da Educação Superior (RAIES), da Universidade Estadual de Campinas (UNICAMP) e da Universidade de Sorocaba (UNISO)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1414-40772012000100004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Competências docentes como antecedentes da avaliação de desempenho do professor: percepção de mestrandos de administração]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Grohmann]]></surname>
<given-names><![CDATA[Márcia Zampieri]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Márcio Sampedro]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A04">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Rio Grande do Sul ]]></addr-line>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Rio Grande do Sul ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<volume>17</volume>
<numero>01</numero>
<fpage>65</fpage>
<lpage>86</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1414-40772012000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1414-40772012000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1414-40772012000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este estudo teve como objetivo mapear competências docentes (comportamento em aula, didática e conhecimento, relacionamento, avaliação e utilidade), através da avaliação de acadêmicos do curso de mestrado em administração, e verificar suas relações causais com o desempenho dos professores (avaliação de desempenho e nota geral). Através da análise dos resultados de 99 questionários constatou- se que os professores foram bem avaliados, obtendo médias bem acima do valor intermediário da escala (2,50): comportamento em aula - 4,07; didática e conhecimento = 3,92; relacionamento - 3,79; avaliação e utilidade - 3,74; desempenho - 3,73. As relações de dependências encontradas foram: didática e conhecimento x desempenho (R2= 68,5%), avaliação e utilidade x desempenho (R2= 23,5%), comportamento x desempenho (R2= 13,4%), didática e conhecimento x nota geral (R2= 52,1%) e avaliação e utilidade x nota geral (R2= 21,4%). Concluiu- se que didática/conhecimento e avaliação/utilidade são os principais antecedentes do desempenho docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper proposes to evaluate teaching competence (class behavior, methodology and knowledge, relationship, evaluation and usefulness) trough MBA students' perceptions and their causal relations with teaching evaluation. In a research with 99 responses it was observed that the teachers evaluation was good with average score higher than 2.50 (middle of scale). The average was: classes' behavior - 4.07, methodology and knowledge - 3.92, relationship - 3.70, evaluation and usefulness - 3.74. Causal relations were found in: methodology and knowledge vs. evaluation (&#946;= 68.5%), evaluation and usefulness vs. evaluation (&#946;= 23.5%), classes' behavior vs. evaluation (&#946;= 13.4%), methodology and knowledge vs. total average (&#946;= 52.1%), evaluation and usefulness vs. total average (&#946;= 21.45%). These results prove that methodology/knowledge and evaluation/usefulness are the most important antecedents of teachers' evaluation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Competências Docentes]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho Docente]]></kwd>
<kwd lng="pt"><![CDATA[Relação Causal]]></kwd>
<kwd lng="en"><![CDATA[Teaching Competence]]></kwd>
<kwd lng="en"><![CDATA[Teaching Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Causal Relation]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Compet&ecirc;ncias docentes como  antecedentes da avalia&ccedil;&atilde;o de desempenho do professor: percep&ccedil;&atilde;o de mestrandos  de administra&ccedil;&atilde;o.</h2> <h3>Teaching competence as teaching evaluation antecedents: MBA students  perceptions.</h3>     <p>&nbsp;</p> <h4>M&aacute;rcia Zampieri Grohmann,  M&aacute;rcio Sampedro Ramos    <br> </h4> </font>      ]]></body><back>
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