Teacher Evaluation in the Function of Professional Progress and Improvement of Material Status
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| Název: | Teacher Evaluation in the Function of Professional Progress and Improvement of Material Status |
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| Autoři: | Dubovicki, Snježana, Munjiza, Emer |
| Informace o vydavateli: | 2025. |
| Rok vydání: | 2025 |
| Témata: | purpose of assessment, assessment models, assessment strategies, assessors, strategije ocjenjivanja, svrha ocjenjivanja, ocjenjivači, modeli ocjenjivanja |
| Popis: | The recent announcement of teacher evaluation has sparked a lively (for and against) debate and public interest, particularly in teaching circles. In order to shed further light on the above-mentioned issues, the phenomenon of teacher evaluation has been investigated in its historical continuity of over two and a half centuries. In addition to other infrastructure, the institution of school supervision has been introduced into the state education system, and within it, teacher evaluation. The research conducted is based on original and published material, including: school laws, instructions and regulations on evaluation and teacher evaluation lists, as well as teacher personal records. The research identified different evaluation models, such as: occasional and ad hoc evaluation, mandatory evaluation for the entire teaching population, no evaluation, and evaluation at the teacher's own initiative. It is important to point out that the people who evaluated were significantly different: individual experts (school supervisors), expert commissions, expert commissions with associated advisory persons, as well as extended commissions with experts and representatives of trade union organizations in second-degree legal proceedings. The results of the research suggest that teachers were evaluated based on the following criteria: teaching work, extracurricular work, activities in the local community, and social reputation in and outside of school. Teachers were evaluated for professional advancement, salary increases, and advantages when transferring to another more favorable (mostly urban) school. This study can be understood as an aid in introducing a new modern model for teacher evaluation, and some of the solutions practiced may be applicable in modern conditions. Suvremena najava ocjenjivanja učitelja otvorila je živahnu raspravu (za i protiv) i zanimanje javnosti, što se posebno odnosilo na učiteljske stručne krugove. Kako bi se dodatno rasvijetlila navedena problematika, istražen je fenomen ocjenjivanja učitelja u povijesnom kontinuitetu više od dva i po stoljeća. Pored ostale infrastrukture, u državno školstvo uvedena je i institucija školskoga nadzora, a unutar njega i ocjenjivanje učitelja. Provedeno istraživanje temelji se na izvornoj i objavljenoj građi kojoj pripadaju školski zakoni, upute i pravilnici o ocjenjivanju i listama za ocjenjivanje učitelja, kao i osobni listovi učitelja. U istraživanju su utvrđeni različiti modeli ocjenjivanja kao što su povremeno i prigodno ocjenjivanje, obvezno ocjenjivanje za ukupnu učiteljsku populaciju, bez ocjenjivanja te ocjenjivanje na vlastitu inicijativu učitelja. Važno je istaknuti da su osobe koje su ocjenjivale bile značajno različite, pojedine stručne osobe (školski nadzornici), stručna povjerenstva, stručna povjerenstva s pridruženim savjetodavnim osobama, kao i proširena povjerenstva sa stručnim osobama i s predstavnicima sindikalnih organizacija u drugostupanjskim zakonskim postupcima. Rezultati istraživanja pokazuju da su učitelji ocjenjivani na temelju sljedećih odrednica: nastavnoga rada, izvannastavnoga rada, izvanškolskoga rada, aktivnosti u lokalnoj zajednici i društvenom ugledu u školi i izvan škole. Učitelji su ocjenjivani zbog stručnoga napredovanja, povećavanja plaća i prednosti pri prelasku u drugu povoljniju (uglavnom gradsku) školu. Ovu se studiju može shvatiti kao pomoć u donošenju novoga suvremenog modela u ocjenjivanju učitelja, a neka su prakticirana rješenja primjenjiva i u suvremenim uvjetima. |
| Druh dokumentu: | Conference object |
| Přístupová URL adresa: | https://repozitorij.foozos.hr/islandora/object/foozos:2574 |
| Přístupové číslo: | edsair.dris...01492..85fb988ac16f70b3e9b22b7843e3302e |
| Databáze: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstrakt: | The recent announcement of teacher evaluation has sparked a lively (for and against) debate and public interest, particularly in teaching circles. In order to shed further light on the above-mentioned issues, the phenomenon of teacher evaluation has been investigated in its historical continuity of over two and a half centuries. In addition to other infrastructure, the institution of school supervision has been introduced into the state education system, and within it, teacher evaluation. The research conducted is based on original and published material, including: school laws, instructions and regulations on evaluation and teacher evaluation lists, as well as teacher personal records. The research identified different evaluation models, such as: occasional and ad hoc evaluation, mandatory evaluation for the entire teaching population, no evaluation, and evaluation at the teacher's own initiative. It is important to point out that the people who evaluated were significantly different: individual experts (school supervisors), expert commissions, expert commissions with associated advisory persons, as well as extended commissions with experts and representatives of trade union organizations in second-degree legal proceedings. The results of the research suggest that teachers were evaluated based on the following criteria: teaching work, extracurricular work, activities in the local community, and social reputation in and outside of school. Teachers were evaluated for professional advancement, salary increases, and advantages when transferring to another more favorable (mostly urban) school. This study can be understood as an aid in introducing a new modern model for teacher evaluation, and some of the solutions practiced may be applicable in modern conditions.<br />Suvremena najava ocjenjivanja učitelja otvorila je živahnu raspravu (za i protiv) i zanimanje javnosti, što se posebno odnosilo na učiteljske stručne krugove. Kako bi se dodatno rasvijetlila navedena problematika, istražen je fenomen ocjenjivanja učitelja u povijesnom kontinuitetu više od dva i po stoljeća. Pored ostale infrastrukture, u državno školstvo uvedena je i institucija školskoga nadzora, a unutar njega i ocjenjivanje učitelja. Provedeno istraživanje temelji se na izvornoj i objavljenoj građi kojoj pripadaju školski zakoni, upute i pravilnici o ocjenjivanju i listama za ocjenjivanje učitelja, kao i osobni listovi učitelja. U istraživanju su utvrđeni različiti modeli ocjenjivanja kao što su povremeno i prigodno ocjenjivanje, obvezno ocjenjivanje za ukupnu učiteljsku populaciju, bez ocjenjivanja te ocjenjivanje na vlastitu inicijativu učitelja. Važno je istaknuti da su osobe koje su ocjenjivale bile značajno različite, pojedine stručne osobe (školski nadzornici), stručna povjerenstva, stručna povjerenstva s pridruženim savjetodavnim osobama, kao i proširena povjerenstva sa stručnim osobama i s predstavnicima sindikalnih organizacija u drugostupanjskim zakonskim postupcima. Rezultati istraživanja pokazuju da su učitelji ocjenjivani na temelju sljedećih odrednica: nastavnoga rada, izvannastavnoga rada, izvanškolskoga rada, aktivnosti u lokalnoj zajednici i društvenom ugledu u školi i izvan škole. Učitelji su ocjenjivani zbog stručnoga napredovanja, povećavanja plaća i prednosti pri prelasku u drugu povoljniju (uglavnom gradsku) školu. Ovu se studiju može shvatiti kao pomoć u donošenju novoga suvremenog modela u ocjenjivanju učitelja, a neka su prakticirana rješenja primjenjiva i u suvremenim uvjetima. |
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