Vrednotenje kakovosti pedagoškega dela na gimnazijah

diplomsko delo univerzitetnega študija

Tamara Gerdej (Author), Janez Mayer (Mentor)

Abstract

V diplomskem delu raziskujemo, kako dijaki vrednotijo kakovost pedagoškega dela. V Sloveniji namreč ni enotnih vprašalnikov, ki bi pokazali vrednotenje pedagoškega dela na gimnazijah. Raziskovali smo, kateri kazalniki vrednotenja kakovosti pedagoškega dela so za dijake bolj in kateri manj pomembni. Zanimalo nas je tudi, kako dijaki na različnih gimnazijah vrednotijo kakovost pedagoškega dela. Na osnovi rezultatov smo prišli do zaključkov, da je vrednotenje kakovosti pedagoškega dela, v večji meri, na obeh gimnazijah enako. Diplomsko delo je razdeljeno na teoretični in empirični del. V teoretičnem delu smo se poglobili v delo učiteljev, kako naj bi njihovo delo potekalo, kakšne lastnosti bi moral imeti uspešen učitelj in kakšne metode naj bi uporabljal za podajanje učnih vsebin dijakom. V empiričnem delu smo opisali problemsko stanje in kazalnike, ki so v diplomskem delu predmet preučevanja in raziskovanja, ter jih razdelili na sklope. Anketirance smo prosili, naj ocenijo, kako pomemben je po njihovem mnenju posamezen kazalnik za vrednotenje kakovosti pedagoškega dela. Rezultate ankete smo analizirali s pomočjo SPSS-a, in sicer s t-testi. Po analizi raziskave smo rezultate prikazali v tabelah in grafih in prišli do novih spoznanj. Raziskava je vključevala gimnazijske dijake dveh gimnazij, in sicer dijake Ekonomske gimnazije in srednje šole Radovljica in pa dijake Ekonomske gimnazije Kranj. Rezultati raziskave so pokazali, da dijaki Ekonomske gimnazije in srednje šole Radovljica izmed 48 kazalnikov najbolj vrednotijo kazalnike: ''Na prošnjo dijakov določeno snov ponovi in dodatno razloži'', ''Jasno določi obseg snovi, ki pride v poštev pri preverjanju znanja'' in ''Opozori na poglavja ali učne vsebine, ki se na maturi pojavljajo pogosteje''. Na Ekonomski gimnaziji Kranj pa največjo povprečno oceno, pripisujejo kazalniku: ''Spoštuje dijake'', vsi že prej omenjeni kazalniki pa zasedajo drugo mesto. Vse te kazalnike so vrednotili na 4-stopenjski lestvici ocenjevanja oziroma strinjanja. Rezultati povedo, da si dijaki želijo pridobiti novo kakovostno znanje ter znanje tudi pokazati oziroma dokazati. Dijaki obeh gimnazij najmanj vrednotijo kazalnika: ''Uporablja metodo učenja z miselnimi vzorci'' in ''Pravočasno prihaja na učne ure in ne odhaja predčasno''. Vendar pa dijaki Ekonomske gimnazije Kranj najmanj ocenjujejo tudi kazalnik: ''Uporablja prosojnice in grafoskop''. Rezultati prikazujejo, da si dijaki želijo novosti in interaktivnosti, hkrati pa so nas presenetili rezultati o netočnosti. Na osnovi rezultatov raziskave smo pritrdili svoje osnovno raziskovalno vprašanje, ki se glasi: ''Ali gimnazijski dijaki Ekonomske gimnazije Kranj in Ekonomske gimnazije in srednje šole Radovljica enako vrednotijo kazalce kakovosti pedagoškega procesa?'', kar pa smo že v naprej predvideli, saj vsi spremljajo pedagoški proces iz istega zornega kota.

Keywords

kakovost pedagoškega dela;vrednotenje;učni proces;

Data

Language:	Slovenian
Year of publishing:	2011
Source:	Kranj
Typology:	2.11 - Undergraduate Thesis
Organization:	UM FOV - Faculty of Organizational Sciences
Publisher:	[T. Gerdej]
UDC:	37
COBISS:	6941459
Views:	2053
Downloads:	173
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	EVALUATION THE QUALITY OF TEACHING PROCESS IN SECONDARY SCHOOLS
Secondary abstract:	This diploma paper presents an analysis of how students evaluate the quality of teaching. In Slovenia, we do not have uniform questionnaires for showing evaluation of teaching in secondary schools. We conducted a research on which indicators of evaluation are more and which less important to students. We were also interested in how students attending different secondary schools evaluated the quality of teaching. The results brought us to the conclusion that the evaluation of the quality of teaching is largely equal in both schools. The diploma paper is divided into theoretical and empirical part. In the theoretical part, the main focus lies upon the characteristics of a successful teacher and methods that should be used for delivering educational content to students. In the empirical part, we described a problem situation and divided indicators, which are the subject of study and research in the diploma paper, into sections. Respondents were asked to evaluate how important, in their opinion, each indicator of evaluation is. The survey results were analyzed by using SPSS, namely t-tests and then presented in tables and graphs providing us with interesting new knowledge. The survey included high school students of High and Secondary School of Economics Radovljica and High School of Economics Kranj. The analysis of 48 indicators of quality teacher work showed that among students of High and Secondary School of Economics Radovljica the most highly valued are the following three: ''Repeating and further explanation of a particular theme at the request of students,'' ''Clearly defined range of materials that occur in the examination'' and ''Drawing attention to the chapter or learning content which occurs frequently in the Matura exam.'' The results were very similar in High School of Economics Kranj. The highest evaluation was given to “Respects students,” whereas the above mentioned indicators occupied the second place. All these indicators were evaluated by 4 grade assessment scale. The results clearly indicate that students do want to acquire as well as prove new quality knowledge. In both schools, the lowest average rate was given to the same indicators: “Application of mind-mapping as a teaching technique,” and “Coming to lessons in time and not leaving early.” In High School of Economics Kranj low evaluation was also given to “Using transparencies and overhead projector.” As expected, the analysis indicates that students want new approaches and interactivity, however, we were surprised at the results about unpunctuality. On the basis of research results we were able to answer our elementary research question: “Do students of both above mentioned high schools evaluate the indicators of the teaching process quality by the same criteria?” A positive answer, predicted in advance, was firmly confirmed due to the fact that students follow and evaluate teachers’ work from the same position and point of view.
Secondary keywords:	• quality of teaching • evaluation • learning process;
URN:	URN:SI:UM:
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. v Mariboru, Fak. za organizacijske vede
Pages:	56 f.
Keywords (UDC):	social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID:	15308