Marija Pevec (Author)

Abstract

Prispevek obravnava pojav vodenja procesa samoevalvacije v srednjem poklicnem in strokovnem izobraževanju v Sloveniji. Najprej predstavljamo teoretična izhodišča ugotavljanja in zagotavljanja kakovosti v vzgoji in izobraževanju ter dosedanja znanstvena spoznanja o samoevalvaciji; ta predstavljajo teoretično osnovo empirični raziskavi, predstavljeni v drugem delu prispevka. Temeljni cilj je bil raziskati samoevalvacijske prakse šol in potrebe po strokovni usposobljenosti za izvajanje in vodenje procesa samoevalvacije. Ključna ugotovitev empirične raziskave, v kateri je sodelovalo 231 učiteljev, je, da obstajajo razlike med šolami v dimenzijah zaznavanja procesa samoevalvacije. V empirični raziskavi je bila potrjena predpostavka o potrebi po večji strokovni podpori in spodbudi šolskih oblasti pri vodenju in upravljanju kakovosti šol ter pri vzpostavljanju kulture samoevalvacije, ki predstavljajo temelj šolskemu sistemu pri (bolj) učinkovitem in uspešnem ugotavljanju, spremljanju in zagotavljanju kakovosti.

Keywords

samoevalvacija;kakovost;poklicno in strokovno izobraževanje;učitelji;ravnatelji;ne zaključna dela;

Data

Language: Slovenian
Year of publishing:
Typology: 1.02 - Review Article
Organization: UM PEF - Faculty of Education
UDC: 37.091:005.962.131
COBISS: 22353672 Link will open in a new window
ISSN: 1855-4431
Parent publication: Revija za elementarno izobraževanje
Views: 1216
Downloads: 124
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Other data

Secondary language: English
Secondary title: Managing self-evaluation in Slovenian vocational education and training schools as a strategy on the path to quality
Secondary abstract: The article discusses the phenomenon of managing the process of self-evaluation as it is realized in the segment of secondary vocational education and training in Slovenia. First, we outline the theoretical starting points for assessing and assuring quality in education as well as the scientific findings on self-evaluation made so far, which form the theoretical basis for the empirical research study presented in the second part of the article. The central aim was to examine school self-evaluation practices and needs for expertise in order to carry out and manage the process of self-evaluation. The key findings of the empirical research study (with 231 participating teachers) demonstrate that there are differences in the dimensions of perceiving the self-evaluation process among the schools. The empirical study confirms the presupposition about the need for greater expert support and encouragement of school authorities to managing school quality and establishing the culture of self-evaluation, which are the foundations of the school system for (more) effective and successful quality assessment, monitoring and assurance.
Secondary keywords: self-evaluation;quality;vocational education and training;teachers;head teachers;Vzgoja in izobraževanje;Učitelji;Vodstveni kadri;Strokovno izobraževanje;Poklicno usposabljanje;Učinkovitost učiteljev;
URN: URN:NBN:SI
Type (COBISS): Article
Pages: str. 121-140
Volume: ǂLetn. ǂ9
Issue: ǂšt. ǂ3
Chronology: jun. 2016
ID: 10870210