Vrednotenje kakovosti pedagoškega dela visokošolskih učiteljev

diplomsko delo univerzitetnega študija

Bogdan Mali (Author), Janez Mayer (Mentor)

Abstract

Temeljni raziskovalni problem diplomskega dela je vrednotenje kakovosti pedagoškega dela med univerzitetnimi študenti. Zaenkrat vrednotenje kakovosti pedagoškega dela na slovenskih fakultetah ne poteka na enak način, saj nimamo enotnih kazalcev, s katerimi bi merili kakovost. Cilj naše raziskave je bil torej ugotoviti tiste kazalce, ki so za univerzitetne študente najpomembnejši. V raziskavo so bili vključeni naključno izbrani študenti dveh fakultet. Na osnovi rezultatov smo zaključili, da je vrednotenje kakovosti pedagoškega dela na obeh fakultetah večinoma enako. Diplomsko delo obsega teoretični in empirični del. V teoretičnem delu smo se ukvarjali s pomenom vrednotenja kakovosti pedagoškega dela na fakultetah, poleg tega pa smo raziskovali tudi priporočene lastnosti in sposobnosti visokošolskih učiteljev. V empiričnem delu smo opisali problemsko stanje in kazalce vrednotenja kakovosti pedagoškega dela, ki smo jih razdelili po sklopih. Anketirani študenti so ocenili pomembnost posameznega kazalca za vrednotenje kakovosti pedagoškega dela, rezultate pa smo analizirali s pomočjo statističnega programa SPSS, in sicer s T-testi. V anketiranje so bili vključeni univerzitetni študenti dveh fakultet. Študenti Fakultete za organizacijske vede izmed 61 vnaprej postavljenih kazalcev najvišje vrednotijo kazalec, ki se nahaja v sklopu Literaura in viri: »Navede, kje je predpisana literatura in kako dostopna so gradiva« in »Na začetku predavanj navede obvezno študijsko literaturo.« Študenti Mednarodne fakultete za družbene in poslovne študije pa najvišje vrednotijo kazalec, ki smo ga uvrstili v sklop Uporaba učnih pripomočkov, in sicer: »PowerPoint.« Rezultati so pokazali na precejšnjo enotnost vrednotenja kazalcev. V sklopu Sodelovanje s študenti smo našo hipotezo prvič. Drugič pa je bila hipoteza potrjena v sklopu Pomoč, usmerjanje, mentorstvo, kar pomeni, da statistično pomembne razlike med odgovori študentov obeh fakultet obstajajo. V vseh preostalih sklopih pa statistično pomembnih razlik nismo odkrili. Analiza rezultatov je pokazala, da smo naše uvodno raziskovalno vprašanje: »Ali univerzitetni študenti Fakultete za organizacijske vede in Mednarodne fakultete za družbene in poslovne študije enako vrednotijo kazalce kakovosti pedagoškega procesa,« potrdili, saj vsi spremljajo pedagoški proces z istega zornega kota.

Keywords

pedagoški proces;enotni vprašalnik;vrednotenje kakovosti;

Data

Language:	Slovenian
Year of publishing:	2011
Source:	Kranj
Typology:	2.11 - Undergraduate Thesis
Organization:	UM FOV - Faculty of Organizational Sciences
Publisher:	[B. Mali]
UDC:	378(497.4)
COBISS:	6863123
Views:	1797
Downloads:	159
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	EVALUATION THE QUALITY OF TEACHING PROCESS UNIVERSITY TEACHERS
Secondary abstract:	Basic research problem of final thesis is teaching evaluation in universities. So far, teaching evaluation in Slovenian faculties is not made in the same way, because we do not have same indicators for measuring quality. Our initial goal was to determine indicators that are the most important for university students. The study included randomly selected students in two faculties, and based on the results, we concluded, that teaching evaluation on both faculties are mostly the same. Final thesis is composed from theoretical and empirical part. In the first part, we dealt with the importance of teaching evaluation at colleges and we analyzed the recommended characteristics and abilities of university teachers. In the second part, we described the problem situation and indicators to evaluate the quality of teaching, which were divided into lots. Students have estimated the importance of each indicator to evaluate the quality of teaching and the results have been analyzed using statistical program SPSS, with T-tests. The survey included university students from two faculties. Students of Faculty of Organizational Sciences have the highest value of indicators which are within the chapter References and Sources: »University teacher specifies the place, where the students can get the obligate literature« and »At the beginning of the compulsory courses alleges the obligate literature.« The students of International Faculty of Social and Business Studies have the highest value of indicators, that can be found in the chapter: Use of teaching aids: “PowerPoint.” Final results showed the great similarity of the evaluation indicators. We confirmed our hypothesis in two chapters: Cooperation with students and Assistance, guidance, tutoring. It means that there exists a statistically significant difference between both faculties. In other chapters, statistically significant differences were not found. Analysis we made has shown, that our initial research question: »If university students of the Faculty of Organizational Sciences and International Faculty of Social and Business studies equally value indicators of quality of the teaching process,« has been confirmed, since all students look at the educational process, from the same point of view.
Secondary keywords:	teaching evalutation;educational process;single questionaire;
URN:	URN:SI:UM:
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. v Mariboru, Fak. za organizacijske vede
Pages:	68 f.
Keywords (UDC):	social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;higher education;universities;academic study;visoko šolstvo;univerzitetni študij;akademski študij;
ID:	13942