Izvajanje samoevalvacije z vidika profesionalne in zakonodajne odgovornosti šol za kakovost

Povzetek

Namen prispevka je predstaviti spoznanja, ki so nastala na osnovi raziskovalnega dela o profesionalni in zakonodajni odgovornosti za kakovost v srednjih poklicnih in strokovnih šolah. Zanimali so nas elementi sistematičnega pristopa h kakovosti, pri čemer smo upoštevali zapisane razvojne načrte, njihovo spremljanje in učinkovitost vpeljevanja izboljšav v šolsko prakso. Metode, izbrane za raziskavo, so kombinacija raziskave dokumentacije (javna poročila o kakovosti šol) in polstrukturiranih intervjujev z ravnatelji. Pri zasnovi raziskave smo izhajali iz teoretičnih in praktičnih spoznanj strokovnjakov, ki se poglobljeno ukvarjajo s procesom samoevalvacije pri nas in širše v Evropi. Raziskava je pokazala, da obstajajo kvalitativne razlike v dojemanju kakovosti med izbranimi šolami ter neenotni pristop k samoevalvaciji.

Ključne besede

samoevalvacija;kakovost;ravnatelji;vodenje;strokovna usposobljenost;srednje šole;strokovne šole;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Tipologija:	1.02 - Pregledni znanstveni članek
Organizacija:	UM PEF - Pedagoška fakulteta
UDK:	37.091:005.962.131
COBISS:	20216072
ISSN:	1855-4431
Matična publikacija:	Revija za elementarno izobraževanje
Št. ogledov:	648
Št. prenosov:	65
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Self-evaluation and professional and legal responsibility of schools regarding quality
Sekundarni povzetek:	The purpose of this paper was to outline the findings of a research study on professional and legal responsibility with regard to the quality of vocational education. We were interested in the elements of a systematic approach to quality, keeping in mind written development plans, their monitoring, and the efficiency of incorporating improvements into school practice. The methods chosen for the said research study were a combination of document research (public reports on school quality) and semi-structured interviews with head teachers. The concept of the research was based on theoretical and practical discoveries of professionals who were deeply involved with the process of self-evaluation in Slovenia and across Europe. The research showed that there were significant differences in the way quality was perceived by the selected schools, and that there was a non-uniform approach to self-evaluation.
Sekundarne ključne besede:	self-evaluation;quality;vocational education and training;head teacher;
URN:	URN:NBN:SI
Vrsta dela (COBISS):	Znanstveno delo
Strani:	str. 117-133
Letnik:	ǂLetn. ǂ6
Zvezek:	ǂšt. ǂ4
Čas izdaje:	nov. 2013
ID:	9093213