The relationshio between self-assessment of teachers and evaluation of good education practice by students of Faculty of Education

Abstract

Cilj je ovim radom istražiti povezanost samoprocjene učitelja i procjene studenata Učiteljskog studija o kvalitetnoj odgojno-obrazovnoj praksi u sedam područja učiteljeva rada. Sedam područja učiteljeva rada preuzeto je iz postojeće ISSA-ine definicije kvalitetne pedagoške prakse, a to su: Interakcije, Obitelj i zajednica, Inkluzija, različitosti i demokratske vrijednosti, Praćenje, procjenjivanje i planiranje, Strategije poučavanja, Okruženje za učenje i Profesionalni razvoj. U istraživanju su sudjelovali studenti pete godine Učiteljskog studija u Osijeku i učitelji razredne nastave (N = 64). Studenti (N = 32) su procijenili u kojoj mjeri navedene tvrdnje (indikatori ISSA-ine definicije kvalitetne pedagoške prakse) opisuju učitelja kod kojeg su pohađali stručno-pedagošku praksu, a učitelji razredne nastave (N = 32) procijenili su u kojoj mjeri navedene tvrdnje opisuju njih kao učitelje. Rezultati pokazuju da studenti i učitelji slično procjenjuju svih sedam područja djelovanja u odgojno-obrazovnom radu i da su njihove procjene statistički značajno i pozitivno povezane.The aim of this study is to investigate the relationship between the self-assessment of teachers and the assessment of the Faculty of teacher education students on quality educational indices in the seven areas of teacher's work. The seven areas of teacher's work are taken from the existing ISSA's definition of quality pedagogical practice, and they are the following: Interactions, Family and Community, Inclusion, Diversity and Values of Democracy, Assessment and Planning, Teaching strategies, Learning environment and Professional Development. The fifth year students of the Facultyof teacher education in Osijek and primary school teachers (N = 64) participated in this research. The students (N = 32) have estimated to what extent these statements (ISSA indicators of the definition of quality pedagogical practice) describe the particular teacher whose vocational-pedagogic practice they have attended, and the primary school teachers (N = 32) have estimated to what extent these claims describe them as teachers. The results of the reaserch show that students and teachers similarly assess all seven areas of action in educational work and that their assessments correlate significantly and positively