SUPERVISION AND EVALUATION:

TEACHERS PERSPECTIVES
Created by:
Maria de Nezare Castro Trigo Coimbra
Centre for Studies on Education and Training (CEEF)
Lusofona University of Oporto, Portugal
Present by:
Siska Nugraheni Margiastuti (0402516027)
Universitas Negeri Semarang

PART OF PAPERS

Introduction
Teachers Supervision and Evaluation
Methodology
Teachers Perceptions on Supervision and Evaluation
Teachers Perceptions about the future of Supervision and Evaluation
Conclutions

INTRODUCTION

In Portugal, teacher evaluation has become

widespread in 2009, so there are few studies about
how teachers understand and practise teachers
supervision and evaluation
It is of interest to clarify teachers beliefs and
concepts
The study intends to analyse the perceptions of
elementary and secondary teachers who attend a
Masters Degree on Educational Sciences in a
University of Porto

TEACHERS SUPERVISION AND

EVALUATION

Supervision
represents an
organizational duty
that promotes
professional
development,
perfecting teaching
practice and more
learning and
success for the
student

Teachers evaluation
is an organizational
duty that
accomplishes an
overall formal
assessment of
teachers
competence and
performance

TEACHERS SUPERVISION AND

EVALUATION
Table 1 Teachers Supervision and Evaluation
Dimensio Teachers Supervision
ns
Objective To enable professional
development in teaching.
Goals

To improve teaching
development, taking into
account the students
teaching, learning and
success.
Agent
Supervisor, as facilitator of
shared knowledge and
training.
Interperso Collegiate, each teacher
nal
can exercise duties of

Teachers Evaluation
To grant a minimum
competence in the
teachers performance.
To evaluate teachers
performance, taking into
account the students
success.
Evaluator, as specialist and
decision-maker.
Hierarchical, by the school
headmaster and the

METHODOLOGY

In the investigation it was

applied
a
qualitative
methodology of case study
(Lichtman, 2013; Punch,
2011)

the written discourse was

analysed,
considering
categories a priori and a
posteriori, as summarised
in Table 1

The case study focuses on

the
concepts
and
categories teachers use to
describe supervision and
evaluation

Therefore, apart from

textual analysis, brief
examples of teachers
written discourse will be
presented to illustrate
teachers perceptions.

Table 2 Teachers Perceptions on Supervision

Categories
1. Objective of
Supervision
2. Goal of
Supervision

3.Agent of
Supervision

4. Interpersonal
relationship in
Supervision
5. Perspective in
Supervision
6.Nature of the
Supervision

TEACHERS PERCEPTIONS ON
SUPERVISION AND EVALUATION

Sub-categories
Enabling teachers professional growth
Enabling personal growth
Facilitating teachers evaluation
Improving teachers performance, for more quality in teaching and
learning
Improving teachers performance, for more students success.
Improving teachers performance, for more quality in education
Supervisor, promoter of reflection on practices
Supervisor, promoter of shared knowledge amongst peers
Supervisor, facilitator of interpersonal relationships
Supervisor, promoter of the interconnection between theoreticalpractical knowledge
Among peers, in the educational community
Democratic, open to constructive dialogue
Availability to listen and clarify
Made difficult due to formal evaluation
Formative
Auto and hetero-regulated among peers
Focused
Procedural
Reflective on practices
Shared and cooperative
Based on research-action
Ecological and socio-constructivist

%
100,00
27,78
5,56
94,44
44,44
5,56
100,00
55,56
50,00
5,56
88,89
27,78
16,67
11,11
100,00
55,56
0,00
88,89
72,22
55,56
50,00
16,67

TEACHERS PERCEPTIONS ON
SUPERVISION AND EVALUATION

Table 3 Teachers Perceptions on Evaluasion

Categories
1. Objective of
Evaluation
2. Goal of Evaluation

3.Agent of Evaluation

4. Interpersonal
relationship in
Evaluation
5. Perspective in
Evaluation
6.Nature of the
Evaluation

Sub-categories
Evaluating the teaching quality
Enabling progression in the teaching career
Assessing a minimum competence of the teachers
performance
Evaluating the teachers performance, taking into account
success targets
Evaluating teaching-learning competences and strategies
Evaluating practices in class
Evaluator, a teacher of the same content area of the evaluated
teacher
Evaluator as a decision-maker
Evaluator as a specialist in Didactics and Pedagogy
Evaluator as a specialist in Evaluation
Hierarchical, by the School Headmaster
Hierarchical, by the appointed evaluator
Hindered by the attainment amongst peers
Hierarchical, by the School Headmaster
Global assessment
Final qualitative and quantitative assessment
Final assessment with influence on the teaching career
Final, of product
Final, including different dimensions
Class observation as an essential part of evaluation
Class observation as an optional part of evaluation

%
88,89
72,22
5,56
55,56

50,00
77,77
72,22
22,22
22,22
88,89
88,89
72,22
88,89
94,44
72,22
72,22
88,89
72,22
66,66
22,22

Table 4 Teachers Prospective Perceptions of Supervision and Evaluation

Categories
1.
Supervision
2. Teachers
Evaluation

3. Training

Sub-categories
More reflection on the practices
Shared supervision, amongst peers
Cooperative practices among teachers
Supervision based on research-action projects
Evaluation by external teachers
Evaluation by higher education specialists
Evaluation by teachers with a Masters or Doctoral
Degree
Complementarity of teachers supervision and
evaluation
Simplification of the evaluation process
Simplification of classroom observations procedures
Independence of teachers evaluation from students
success goals
More continuous training
More university-school training
More incentives to Masters and Doctoral degrees

%
94,44
88,89
77,77
72,22
88,89
66,66
55,56
50,00
38,88
27,78
16,67
94,44
77,77
22,22

THANKYOU