Teresa Cristina Melo e Guedes
Professor of Basic and Secondary Education in Natural Sciences and Biology / Geology (Group 520), working in the Ministry of Education and Science since 1995.
PhD student in Education Sciences at the Lusófona University of Humanities and Technologies (2013/2016).
Master in Economic and Applied Geology by the Faculty of Sciences of the University of Lisbon (1998).
Specialization Course in Geology and Diamond Exploration at Modern University (1995).
Graduated in Applied Geology and Environment from the Faculty of Sciences of the University of Lisbon (1994).
Vocational Training by the School of Education of Lisbon (2001).
Trainer Certified by the Scientific-Pedagogical Council of Continuous Training (2007).
Areas of academic and scientific interest
Evaluation of the teaching performance of primary and secondary school teachers in mainland Portugal.
Teaching career and respective statutes in mainland Portugal and in the archipelagos of Madeira and the Azores.
- Avaliação do Desempenho Docente em Portugal
- Rosa Serradas Duarte
The doctoral study focuses on the current model of teacher evaluation, regulated by Regulatory Decree No. 26/2012, of 21 February, which, according to its preamble, aims to promote “a demanding, rigorous regime, where the teaching activity and create conditions for schools and teachers to refocus the essential of their activity: teaching and learning ”and whose real effects have not yet been studied.
This evaluative model introduced, for the first time, the component of the external evaluation of teaching performance, emphasizing the role of an external evaluator of the school, responsible for the evaluation of the scientific and pedagogical component of teachers in the probationary period, 2nd and 4th echelons. teaching career.
It is proposed in this work, to study the effects of the introduction of external evaluation, both in terms of the organizational functioning of schools and of the Schools Association Training Centers (CFAEs), which coordinate the external evaluators scholarship, as well as in terms of contribution from the work developed by the external evaluator, to a new teaching evaluation practice, to improving the professional development of teachers in the probationary period, 2nd and 4th echelons of the teaching career and to the pursuit of the objectives of the evaluation model itself.
At the same time, we sought to understand the perceptions of the different actors in this evaluation process, emphasizing the external evaluator and the way he is seen by other actors in the process.
This work aims to induce reflection on the usefulness and effects of the ongoing teacher evaluation process; contribute to the development of a new fairer and more equitable evaluation model, in accordance with the teachers’ professional situation, both in terms of teaching career and in terms of professional positioning within the hierarchical structure of each school; and to reinforce the awareness of all stakeholders in order to see ADD as an opportunity for personal, professional and organizational development.