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Da li je eksterna evaluacija pokretač unapređenja nastave i učenja?
Is external evaluation driving force for teaching and learning improvement?
dc.contributor | Lalić-Vučetić, Nataša | |
dc.contributor | Gundogan, Dragana | |
dc.contributor | Radanović, Ana | |
dc.creator | Čaprić, Gordana | |
dc.date.accessioned | 2021-06-23T10:23:33Z | |
dc.date.available | 2021-06-23T10:23:33Z | |
dc.date.issued | 2020 | |
dc.identifier.isbn | 978-86-7447-151-7 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/508 | |
dc.description.abstract | Eksterna evaluacija je usmerena ka praćenju kvaliteta rada škola u cilju ostvarivanja ishoda obrazovanja. Ona utvrđuje u kojoj meri se ostvaruju dogovoreni standardi kvaliteta rada škola. Takođe, školama pruža povratne informacije o njihovim prednostima i slabostima, usmeravajući ih ka potrebnim akcijama za postizanje napretka. Cilј istraživanja koje je prikazano u ovom radu odnosi se na utvrđivanje delovanja eksterne evaluacije kao pokretača unapređenja nastave i učenja u školi. Ovo istraživanje predstavlјa jednu od dve povezane komponente eksperimentalne studije, od kojih je druga obuhvatila posebno osmišlјeni model podrške školi usmeren na izazivanje promene u obrazovnoj praksi nastavnika. U istraživanju je učestvovalo 313 nastavnika iz 10 randomiziranih osnovnih škola koje su u procesu eksterne evaluacije imale nedovolјno ostvarene standarde u oblasti kvaliteta Nastava i učenje, odnosno njihov nivo ostvarenosti za tu oblast iznosio je manje od 2,9 od 4, koliko je moguće maksimalno ostvariti. Da bi se utvrdili uslovi i stepen delovanja eksterne evaluacije kao pokretača promene, sprovedeno je kvalitativno istraživanje. U tu svrhu realizovne su fokus grupe sa nastavnicima koji su učestvovali u programu. Za dizajniranje, vođenje fokus grupa i tumačenje podataka korišćeni su konceptualni alati Engestromove kulturalno-istorijske teorije aktivnosti***. Dobijeni rezultati pokazuju da u školama koje imaju nedovolјno ostvarene standarde u oblasti Nastava i učenje eksterna evaluacija ima ograničeno delovanje. Stepen i način na koji je eksterna evaluacija delovala zavisila je od liderstva direktora, uverenja i motivacije nastavnika, kao i njihove spremnosti da se menjaju. Ovo istraživanje upućuje na to da odnos između spolјašnje evaluacije i unapređenja rada škole nije jednostavan, kao i da unapređivanje rada, pre svega, podrazumeva volјu zaposlenih u školi da se menjaju. | sr |
dc.description.abstract | External evaluation is aimed at monitoring school quality in order to achieve educational outcomes. It determines the extent to which agreed standards of quality of schools have been met. It also provides schools with feedback on their strengths and weaknesses, gearing them towards the necessary action to make progress. The aim of the research presented in this paper is to explore the effectiveness of external evaluation as a driving force for improvement of teaching and learning. This research represents one of the two linked components of the experimental study, the other one being specifically designed school support model aimed at changing the educational practice of teachers. The research involved 313 teachers from 10 randomized elementary schools which had failed to meet standards in Teaching and Learning quality area, their average level of achievement being less than 2.9 out of maximum 4. To determine the conditions and level of impact of external evaluation as a driving force for change, qualitative research was conducted. Thus, focus groups involving the teachers that had participated in the programme were organized. Engeström’s Cultural Historical Activity Theory conceptual tools were used for designing and conducting focus groups as well as for interpretation of data. The results show that in schools which have failed to meet the standards in Teaching and Learning area, external evaluation has limited impact. The ways and extent of external evaluation impact depended on the school principal’s leadership, teachers’ beliefs and motivation, as well as their willingness to change. This research suggests that relationship between external evaluation and school improvement is not simple and that it, above all, must include willingness of the school staff to change. | sr |
dc.language.iso | sr | sr |
dc.language.iso | en | sr |
dc.publisher | Beograd : Institut za pedagoška istraživanja | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | Motivacija u obrazovanju između teorije i prakse | sr |
dc.subject | eksterna evaluacija škole | sr |
dc.subject | teorija aktivnosti | sr |
dc.subject | obrazovne promene | sr |
dc.subject | external school evaluation | sr |
dc.subject | Activity theory | sr |
dc.subject | educational changes | sr |
dc.title | Da li je eksterna evaluacija pokretač unapređenja nastave i učenja? | sr |
dc.title | Is external evaluation driving force for teaching and learning improvement? | sr |
dc.type | conferenceObject | sr |
dc.rights.license | BY | sr |
dc.citation.epage | 101 | |
dc.citation.spage | 100 | |
dc.description.other | Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa" | sr |
dc.description.other | Book of abstracts / 25th International Scientific Conference "Educational Research and School Practice" | |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/1427/Da_li_je_eksterna_evaluacija_2020.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_ipir_508 | |
dc.type.version | publishedVersion | sr |