DIMENZIJE ULOGE NASTAVNIKA U VISOKOŠKOLSKOJ NASTAVI IZ PERSPEKTIVE STUDENATA
Бочна страна чланка
Објављено:
Jan 15, 2018
Кључне речи:
studenti, univerzitet, evaluacija, nastavni proces, uloga nastavnika
Главни садржај чланка
Сажетак
Rad je usmeren na analizu i istraživanje evaluativnog aspekta visokoškolske nastave i uloge nastavnika kroz percepciju studenata. U teoriji savremene nastave značajno se menja i uloga nastavnika. Posebno u paragdigmi učenja („učeće društvo“), uloga nastavnika se pomera na preparativnu fazu nastave, a u neposrednoj realizaciji nastave uloga nastavnika postaje saradnička, partnerska i mentorska u strukuiranju nastavnih aktivnosti, čiji su glavni akteri studenti. Svoju subjekatsku poziciju u nastavi, studenti dokazuju i u procesu evaluacije nastave i nastavnika. U radu se prikazuju rezultati mikropedagoškog istraživanja realizovanog na uzorku studenata treće godine Filozofskog fakulteta u Novom Sadu. U istraživanju je primenjen instrument za evaluaciju univerzitetskih nastavnika u izvođenju nastave. Analiza rezultata je pokazala jednofaktorsko rešenje upitnika. Akademski uspeh studenata ne ostvaruje značajnu pozitivnu korelaciju sa percipiranjem kvaliteta nastave i postoji značajna razlika u evaluaciji nastavnog procesa univerzitetskih nastavnika od strane studenata u odnosu na pol ispitanika. Studentska evaluacija je neophodna, ali i nedovoljna za višdimenzionalni konstrukt evaluacije nastavnog procesa univerzitetskih nastavnika. Koncept savremene pedagoške evaluacije, kako pokazuju i rezultati ovog istraživanja, mora uključiti sve elemente evaluacije visokoškolske nastave, pre svega samoevaluaciju nastavnika.
Ključne reči: studenti, univerzitet, evaluacija, nastavni proces,uloga nastavnika.
Downloads
Download data is not yet available.
Metrics
Metrics Loading ...
Детаљи чланка
Како цитирати
Malčić, B. D., Tančić, N., & Kostović, S. (2018). DIMENZIJE ULOGE NASTAVNIKA U VISOKOŠKOLSKOJ NASTAVI IZ PERSPEKTIVE STUDENATA. Годишњак Филозофског факултета у Новом Саду, 42(2), 259–273. https://doi.org/10.19090/gff.2017.2.259-273
Bрој часописа
Секција
Педагогија
Референце
Apodaca, P., & Grad, H. (2005). The dimensionality of student ratings of teaching:
Integration of uni- and multidimensional models. Studies in Higher Education, 30,
723–748doi:10.1080/03075070500340101.
Benton, S. L., Duchon, D., & Pallett, W. H., (2011). Validity of student self-reported ratings of instruction. Assessment & Evaluation in Higher Education. http://dx.doi.org/10.1080/02602938.2011.636799.
Berk, R. A. (2005). Survey of 12 strategies to measure teaching effectiveness. International Journal of Teaching and Learning in Higher Education, 17(1), 48-62.
Berk, R. A. (2013). Top five flashpoints in the assessment of teaching effectiveness. Medical Teacher, 35, 15-26.
Centra, J. A., & Gaubatz, N. B. (2000). Is there gender bias in student evaluations of
teaching? The Journal of Higher Education, 71, 17–33.
Cohen, P. A. (1981). Student ratings of instruction and student achievement: A metaanalysis of multisection validity studies. Review of Educational Research, 51, 281–309. doi:10.3102/00346543051003281.
Đermanov, J. (2003). Promene u strukturi i funkcijama vrednovanja vaspitno-obrazovne delatnosti – od selektivne ka razvojnoj funkciji. Pedagoška stvarnost, 18, 32-43.
Đermanov, J. (2005). Inovativne forme evaluacije vaspitno-obrazovnog procesa u reformisanoj školi. U: Kamenov, E. (ured.) (2005). Reforma školskog sistema u uslovima tranzicije. Novi Sad: Filozofski fakultet. 57-67.
Đukić, M. (2002). Studentsko ocenjivanje nastave i nastavnika (pro et contra). Zbornik odseka za pedagogiju, 17, 21-30.
Đukić, M. (2002). Savremene reforme vrednovanja viskoškolske nastave. U: Kamenov, E. (ured.) (2002). Strategija razvoja sistema vaspitanja i obrazovanja u uslovima tranzicije. Rezultati komparativnih i prekseoloških proučavanja. Novi Sad: Filozofski fakultet. 223-246.
Đukić, M. (2006/2007). Konstruktivistička evaluacija nastave: didaktičke implikacije. Zbornik odseka za pedagogiju, 20/21, 107-118.
Đukić, M. (2010). Nova paradigma univerzitetske nastave kao izraz pedagoške reforme
visokog obrazovanja. Socioška luča IV/I, str. 135–145.
Feldman, K. A. (1976). The superior college teacher from the students’ view. Research in
Higher Education, 5(3), 243-288.
Feldman, K. A. (1988). Effective college teaching from the students and faculty views: matched or mismatched priorities? Research in Higher Education, 28 (4), 291-329.
Feldman, K. A. (2007). Identifying exemplary teachers and teaching: Evidence from student ratings. In R. P. Perry & J. C. Smart (Eds.), The Scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 93-129). Dordrecht, The Netherlands: Springer.
Gursoy, D., & Umbreit, W. T. (2005). Exploring Students` Evaluations of Teaching Effectivness: What Factors are Important? Journal of Hospitality & Tourism Research, 1 (29), 91-109. doi:10.1177/1096348004268197
Helgesen, Ø., & Nesset, E. (2007). What accounts for students’ loyalty? Some field
study evidence. International Journal of Educational Management, 21(2),
126–143.
Kostović, S. (2008). Pigmalion u razredu. Novi Sad: Filozofski fakultet.
Jackson, D. L., Teal, C. R., Raines, S. J., & Nansel, T. R. (1999). The dimensions of students’ perceptions of teaching effectiveness. Educational and Psychological Measurement, 59(4), 580-596.
Johnston, M., & Reid, D.J. (1999). Improving teaching in higher education, Educational Studies, 25(3), 269-281.
Kuzmanović, M.-Savić, G.-Gušavac, B.A.- Makajić-Nikolić, D., & Panić, B. (2013). A Conjoint-based approach to student evaluations of teaching perfor-mance. Expert Systems with Applications, 40(10), 4083-4089. doi:10.1016/j.esw.2013.01.039
Lukas, J. F.-Santiago, K.-Etxeberria, J., & Lizasoain, L. (2014). Adapting to the European Higher Education Area a questionnaire on student opinion about the teaching of lecturers. Revista Electrónica de Investigación y Evaluación Edu-cativa, 20(1). doi:10.7203/relieve.20.1.3812
Malešević, D., Adamović, Z., & Đurić, Z. (2011). The influence of competences of a
teacher on the quality of professional education. Technics Technologies Education
Management-TTEM, 6(4), 1100–1109.
Marsh, H. W. (2007). Students’ evaluations of university teaching: Dimensionality, reliability, validity, potential biases and usefulness. In R. P. Perry & J. C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidencebased perspective (pp. 319–384). New York, NY: Springer.
Moreno-Murcia, J.A.-Torregrosa, Y.S., & Belando Pedreno, N. (2015). Questionnaire evaluating teaching competencies in the university environment. Evaluation of teaching competencies in the university. New approaches in Educational research, 4(1), 54-61.
OECD (2005). Teachers matter: Attracting, developing and retaining effective
teachers. Paris: OECD.
Rubie-Davis, C. M. (2007). Classroom interactions: Exploring the practices of highand low-expectation teachers. British Journal of Educational Psychology, 77,
289–306.
Spooren, P. (2010). On the credibility of the judge. A cross-classified multilevel analysis on students` evaluation of teaching. Studies in Educational Evaluation, 36, 121-131. doi: 10.1016/j.stueduc.2011.02.001.
Spooren, P., & Mortelmans, D. (2006). Teacher professionalism and student evaluation of teaching: Will better teachers receive higher ratings and will better students give higher ratings? Educational Studies, 32, 201–214. doi:10.1080/03055690600631101.
Wachtel, H. K. (1998). Student evaluation of college teaching effectiveness: A brief
review. Assessment and Evaluation in Higher Education, 23, 191–210doi:10.1080/
0260293980230207.
Integration of uni- and multidimensional models. Studies in Higher Education, 30,
723–748doi:10.1080/03075070500340101.
Benton, S. L., Duchon, D., & Pallett, W. H., (2011). Validity of student self-reported ratings of instruction. Assessment & Evaluation in Higher Education. http://dx.doi.org/10.1080/02602938.2011.636799.
Berk, R. A. (2005). Survey of 12 strategies to measure teaching effectiveness. International Journal of Teaching and Learning in Higher Education, 17(1), 48-62.
Berk, R. A. (2013). Top five flashpoints in the assessment of teaching effectiveness. Medical Teacher, 35, 15-26.
Centra, J. A., & Gaubatz, N. B. (2000). Is there gender bias in student evaluations of
teaching? The Journal of Higher Education, 71, 17–33.
Cohen, P. A. (1981). Student ratings of instruction and student achievement: A metaanalysis of multisection validity studies. Review of Educational Research, 51, 281–309. doi:10.3102/00346543051003281.
Đermanov, J. (2003). Promene u strukturi i funkcijama vrednovanja vaspitno-obrazovne delatnosti – od selektivne ka razvojnoj funkciji. Pedagoška stvarnost, 18, 32-43.
Đermanov, J. (2005). Inovativne forme evaluacije vaspitno-obrazovnog procesa u reformisanoj školi. U: Kamenov, E. (ured.) (2005). Reforma školskog sistema u uslovima tranzicije. Novi Sad: Filozofski fakultet. 57-67.
Đukić, M. (2002). Studentsko ocenjivanje nastave i nastavnika (pro et contra). Zbornik odseka za pedagogiju, 17, 21-30.
Đukić, M. (2002). Savremene reforme vrednovanja viskoškolske nastave. U: Kamenov, E. (ured.) (2002). Strategija razvoja sistema vaspitanja i obrazovanja u uslovima tranzicije. Rezultati komparativnih i prekseoloških proučavanja. Novi Sad: Filozofski fakultet. 223-246.
Đukić, M. (2006/2007). Konstruktivistička evaluacija nastave: didaktičke implikacije. Zbornik odseka za pedagogiju, 20/21, 107-118.
Đukić, M. (2010). Nova paradigma univerzitetske nastave kao izraz pedagoške reforme
visokog obrazovanja. Socioška luča IV/I, str. 135–145.
Feldman, K. A. (1976). The superior college teacher from the students’ view. Research in
Higher Education, 5(3), 243-288.
Feldman, K. A. (1988). Effective college teaching from the students and faculty views: matched or mismatched priorities? Research in Higher Education, 28 (4), 291-329.
Feldman, K. A. (2007). Identifying exemplary teachers and teaching: Evidence from student ratings. In R. P. Perry & J. C. Smart (Eds.), The Scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 93-129). Dordrecht, The Netherlands: Springer.
Gursoy, D., & Umbreit, W. T. (2005). Exploring Students` Evaluations of Teaching Effectivness: What Factors are Important? Journal of Hospitality & Tourism Research, 1 (29), 91-109. doi:10.1177/1096348004268197
Helgesen, Ø., & Nesset, E. (2007). What accounts for students’ loyalty? Some field
study evidence. International Journal of Educational Management, 21(2),
126–143.
Kostović, S. (2008). Pigmalion u razredu. Novi Sad: Filozofski fakultet.
Jackson, D. L., Teal, C. R., Raines, S. J., & Nansel, T. R. (1999). The dimensions of students’ perceptions of teaching effectiveness. Educational and Psychological Measurement, 59(4), 580-596.
Johnston, M., & Reid, D.J. (1999). Improving teaching in higher education, Educational Studies, 25(3), 269-281.
Kuzmanović, M.-Savić, G.-Gušavac, B.A.- Makajić-Nikolić, D., & Panić, B. (2013). A Conjoint-based approach to student evaluations of teaching perfor-mance. Expert Systems with Applications, 40(10), 4083-4089. doi:10.1016/j.esw.2013.01.039
Lukas, J. F.-Santiago, K.-Etxeberria, J., & Lizasoain, L. (2014). Adapting to the European Higher Education Area a questionnaire on student opinion about the teaching of lecturers. Revista Electrónica de Investigación y Evaluación Edu-cativa, 20(1). doi:10.7203/relieve.20.1.3812
Malešević, D., Adamović, Z., & Đurić, Z. (2011). The influence of competences of a
teacher on the quality of professional education. Technics Technologies Education
Management-TTEM, 6(4), 1100–1109.
Marsh, H. W. (2007). Students’ evaluations of university teaching: Dimensionality, reliability, validity, potential biases and usefulness. In R. P. Perry & J. C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidencebased perspective (pp. 319–384). New York, NY: Springer.
Moreno-Murcia, J.A.-Torregrosa, Y.S., & Belando Pedreno, N. (2015). Questionnaire evaluating teaching competencies in the university environment. Evaluation of teaching competencies in the university. New approaches in Educational research, 4(1), 54-61.
OECD (2005). Teachers matter: Attracting, developing and retaining effective
teachers. Paris: OECD.
Rubie-Davis, C. M. (2007). Classroom interactions: Exploring the practices of highand low-expectation teachers. British Journal of Educational Psychology, 77,
289–306.
Spooren, P. (2010). On the credibility of the judge. A cross-classified multilevel analysis on students` evaluation of teaching. Studies in Educational Evaluation, 36, 121-131. doi: 10.1016/j.stueduc.2011.02.001.
Spooren, P., & Mortelmans, D. (2006). Teacher professionalism and student evaluation of teaching: Will better teachers receive higher ratings and will better students give higher ratings? Educational Studies, 32, 201–214. doi:10.1080/03055690600631101.
Wachtel, H. K. (1998). Student evaluation of college teaching effectiveness: A brief
review. Assessment and Evaluation in Higher Education, 23, 191–210doi:10.1080/
0260293980230207.