Our goal was to describe and interpret, with as much acuity as possible, primary school teachers’ perceptions and expectations regarding inspection. We carried out a descriptive and interpretative case study, using the methodological continuum perspective in the plan of research procedures (Huberman, Miles, 1994).

The study adopted a qualitative methodology. Questionnaires, semi-structured interviews and document analysis were used as data collection techniques. 19 teachers from primary school and four school inspectors participated in the research.

In terms of the methodological design, this empirical research encompasses three distinct stages. In a first stage, and so as to study the representations of the teachers working in the school under analysis during the 2012/2013 academic year, about inspection in the field of the activities developed in the MP, we collected data through a questionnaire.

In a second stage, and with the aim of clarifying and deepening the data obtained in the first stage, we randomly chose three of the teachers, who we interviewed using the semi-structured interview technique, which was also used to collect data from four education inspectors. We analysed the data obtained in each of the moments and carried out, through triangulation, content analysis based on Bogdan and Biklen’s (1999) premise that the interview enables the collection of descriptive data in the language of the subject him/herself, allowing the development of an insight about his/her interpretation of reality. The interview was based on the guiding questions that needed to be deepened, allowing “to analyse the value systems, the normative references, the interpretations of the situations and the readings that the interviewees make of their experiences” (Quivy, Campenhoudt, 1998, p. 90). In this way we assured a space for open answers, the deepening of topics that we consider as key points and the introduction of relevant issues that may arise from the answers.

In a third stage we carried out document analysis using official documents of the participating school, minutes of meetings and reports produced after the inspection, both on the part of the inspecting agents and on the part of the actors subjected to intervention.

The diversification of methods for data collection enabled to grasp several perspectives on the same situation, to obtain information of a different nature and to make comparisons. Through the triangulation of information, we avoided threats to the internal validity inherent in the way data are collected (Calado, Ferreira, 2005).

Our goal was to describe and interpret, with as much acuity as possible, primary school teachers’ perceptions and expectations regarding inspection. We carried out a descriptive and interpretative case study, using the methodological continuum perspective in the plan of research procedures (Huberman, Miles, 1994). The study adopted a qualitative methodology. Questionnaires, semi-structured interviews and document analysis were used as data collection techniques. 19 teachers from primary school and four school inspectors participated in the research. In terms of the methodological design, this empirical research encompasses three distinct stages. In a first stage, and so as to study the representations of the teachers working in the school under analysis during the 2012/2013 academic year, about inspection in the field of the activities developed in the MP, we collected data through a questionnaire. In a second stage, and with the aim of clarifying and deepening the data obtained in the first stage, we randomly chose three of the teachers, who we interviewed using the semi-structured interview technique, which was also used to collect data from four education inspectors. We analysed the data obtained in each of the moments and carried out, through triangulation, content analysis based on Bogdan and Biklen’s (1999) premise that the interview enables the collection of descriptive data in the language of the subject him/herself, allowing the development of an insight about his/her interpretation of reality. The interview was based on the guiding questions that needed to be deepened, allowing “to analyse the value systems, the normative references, the interpretations of the situations and the readings that the interviewees make of their experiences” (Quivy, Campenhoudt, 1998, p. 90). In this way we assured a space for open answers, the deepening of topics that we consider as key points and the introduction of relevant issues that may arise from the answers. In a third stage we carried out document analysis using official documents of the participating school, minutes of meetings and reports produced after the inspection, both on the part of the inspecting agents and on the part of the actors subjected to intervention. The diversification of methods for data collection enabled to grasp several perspectives on the same situation, to obtain information of a different nature and to make comparisons. Through the triangulation of information, we avoided threats to the internal validity inherent in the way data are collected (Calado, Ferreira, 2005).

The results of the research study show the degree of agreement and disagreement regarding the role of GIES, specifically regarding the importance and efficiency of MP, designed with the goal of observing and monitoring educational action. Teachers’ representation regarding the inspection activity is that it focuses mainly on control, in detriment of the monitoring function that is claimed to be carried out. Teachers demand a more intense monitoring action that helps them find solutions to daily problems and improve pedagogical practice. Nonetheless, an objection on the part of these professionals to the entry of the inspecting agents in their classrooms is evident, denying the inspectors’ need to observe the teaching practice in the effective development of MP’s activities. The teachers do not confirm the existence of a cause-and-effect link between inspection and the improvement in the teaching practices, emphasising, instead, the intensification of the bureaucratic burden that seems to bring little or no positive results to students’ academic performance. In this hesitation between the fulfilment of the bureaucratic requirements imposed by the Ministry and the demands inherent to their daily action, these professionals often find themselves in a certain duality. If, on the one hand, they have to fulfil the official role, determined by the functions and attributions of the inspection activity, on the other hand, they have to respond to the demands their daily life fulfilling the real role. This can be understood considering that there is no specialisation in a certain level of education, and that inspection is forced to respond to a large number of requests, hence its activity can become inaccurate.

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