Publisher's Synopsis
This study is a critical and well-founded reflection on the teacher evaluation process, which translates the "views" on procedures involving the Portuguese Teacher Performance Evaluation process. The aim of the research was to understand and identify the perceptions that teachers who have been evaluated and teachers who are evaluators have about the process of DDA in the formation of their professional identity. In order to validate the problem defined, we opted for a methodology of an interpretative qualitative nature and used documentary analysis and semi-structured interviews as the data collection technique. The research revealed that the subjects, belonging to an elementary school in a school grouping located in Lisbon, value reflection on educational practices, sharing and feedback for the construction of their professional identities. However, it also revealed the need for a closer relationship between theory and practice, and also between the supervisors and the teachers being assessed, in order for there to be a meaningful assessment.
