DIMENSIONS OF THE TEACHERS’ ROLE IN HIGHER EDUCATION FROM THE STUDENTS’ PERSPECTIVE
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Abstract
In modern society throughout the world, universities have become a part of industry, whose priorities are student satisfaction and competition for better ranking among variety of available faculties and student programmes in our country and abroad. In learning paradigm, teacher’s role has been changed. Teachers have become collaborators, partners and mentors in conceptualizing teaching activities mainly based on students as major actors, who express their subject position in teaching process through student evaluation of teaching.
The aim of this paper has been students’ evaluation of teaching performance in higher education, evaluation of teaching process in regard to gender differences of the respondents and evaluation of teaching process in correlation with academic achievement of the respondents.
3rd year students (N=200), 53 of them male respondents at the Faculty of Philosophy in Novi Sad, enrolled at seven student programmes, have filled in a two part questionnaire. The first part of the questionnaire refers to student gender, student programmes and previous-year student achievement data, while the second part consists of the Evaluation of Teaching Performance questionnaire (CEID, Moreno Murcia-Torregrosa&Belando Pedreno, 2015). The instrument items are grouped into 3 factors. The first one refers to the phase of planning, the second one to the phase of teaching process and the third one refers to the result phase of teaching process. The analysis data has been carried out in SPSS 22.0 programme package, and besides descriptive statistics, Sheffe’s test, T-test and Pearson Correlation have also been used.
The analysis data have shown that the questionnaire used for our respondents has had one factor. Student achievement does not significantly make a positive correlation with a perception of teaching quality performance. However, the data have shown statistically significant difference in student evaluation of teaching performance of university teachers in regard to student gender.
Students’ evaluation is necessary, but not enough for a multidimensional construct in the evaluation of teaching performance in higher education. Although, student evaluation of teachers should have an important role in the evaluation of teaching performance, at the same time it should be only a part of teaching and teachers quality data. It’s obvious that an estimation of objective characteristics of teaching process has been filtered through their perceptual system and other factors involved. Therefore, the modern pedagogical evaluation concept, must also include various types of evaluation, while teacher self-evaluation must be its priority.
Key words: students, university, evaluation, teaching process, teacher’s role.
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