The process of monitoring and evaluating teaching performance by a coordinating teacher in an integral school
In this study, we seek to identify the actions of a teacher coordinating the area resulting from the implementation of guidelines established by the São Paulo State Department of Education, in the context of a Basic Education school belonging to the “Integral Education” Program, especially the actio...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
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Asociación de Profesores de Física de la Argentina
2022
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39478 |
| Aporte de: |
| Sumario: | In this study, we seek to identify the actions of a teacher coordinating the area resulting from the implementation of guidelines established by the São Paulo State Department of Education, in the context of a Basic Education school belonging to the “Integral Education” Program, especially the actions that they involve the processes of monitoring, observing and evaluating classes by teachers in the field of Natural Sciences and Mathematics. Interviews were used to collect information, which were conducted with the aid of semi-structured scripts, carried out on the school premises, recorded on audio and later transcribed. To treat and analyze the information collected, we used Discourse Analysis, in the French perspective, as presented by Eni Orlandi. The results obtained in the scope of the investigation showed the need for collaborative activities that contribute to the development of professional knowledge related to educational policies that must be implemented in the school institution. In particular, the construction of subsidies for the execution of the assigned functions and for the mediations carried out by the area coordinating teacher to imply improvements in the teaching performance, especially in terms of planning and implementing practices that can produce learning development measures. |
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