COURSE AIMS AND OBJECTIVES: To enable students for self-evaluation, organization, implementation and evaluation of educational (teaching) process and students' achievements. To acquire competences for independent and effective professional work.
COURSE DESCRIPTION AND SYLLABUS:
Introduction: the concept and importance of evaluation and self-evaluation in education; the concept and meaning of the teacher's self-evaluation; beginnings and development of (self-) evaluation; self-evaluation of teachers in the world and in Croatia (2)
Motivation of teachers and other participants for the evaluation and self-evaluation; key prerequisites for quality self-evaluation: participant's competence, school environment, compliance with the development plan in schools, monitoring and self-evaluation and professional development of teachers, information and communication support; planning the evaluation process, teacher self-evaluation goals (2)
The content of self-evaluation of teachers; teacher self-evaluation methodology: methods, techniques, procedures and instruments, self-observation, data collection from participant evaluations, the results of action research and other research in the function of self-evaluation of teachers, teacher's portfolio in the function of self-evaluation (2)
Participants in the evaluation of teachers and their roles; criteria and indicators of teacher self-assessment: determining the quality indicators of self-evaluation, indicators of teachers' professional competence (2)
Processing and analysis of the collected data; Evaluation of the quality of self-evaluation of teachers - meta-evaluation; Reporting on and interpreting results of evaluation and self-evaluation (2)
Self-evaluation of teachers within different concepts of the school self-evaluation; Principles of self-evaluation of teachers (1)
Projection of professional development of teachers and their work as a result of teacher self-evaluation; Possibilities of using the results of teacher self-evaluation; Teacher self-evaluation results and operational planning of professional performance of teachers (2)
Contribution to the planning and implementation of the school development plan and action plan for professional development and work of teachers; Criteria and indicators of teacher competence and quality of teaching (2)
|
- Meyer, H.: Što je dobra nastava?
- Glasser, W.: Objašnjavanje samoevaluacije u kvalitetnoj školi
- Pasaric, B.: Vrednovanje obrazovne djelatnosti. Knjiga 1
- Bezinovic, P.: Vrednovanje u obrazovanju
- Bruner, J.: Kultura obrazovanja
- Cindric, M.: Profesija ucitelj u svijetu i u Hrvatskoj: obrazovanje, zapošljavanje, radne norme, place, napredovanje u zvanju, odlazak u mirovinu
- Gronlund, N. E.: Assessment of student achievement. Boston
- Schon, D.: Educating the Reflective Practitioner: Toward a new design for Teaching and Learning in the Professions
- Bašic, S.: Nacionalni obrazovni standard - instrument kontroliranja ucinkovitosti obrazovnog sustava, unapredivanja kvalitete nastave ili standardiziranja razvoja osobnosti?
- Maleš, D. i Mužic, V.: Mogucnost vrednovanja nastavnika od strane ucenika, Život i škola
- Medveš, Z.: Kakovost v šoli
- ISentocnik, S.: Pomen refleksije za kakovostno edukacijo: Uciteljev portfolio: instrument za procesno spremljanje in vrednotenje uciteljevega strokovnega in osebnostnega razvoja
- Strugar, V.: Vanjsko vrjednovanje i kvaliteta odgojno-obrazovnih postignuca. U: Unaprjedujemo kvalitetu odgoja i obrazovanja
- Schon, D.: Educating the Reflective Practitioner: Toward a new design for Teaching and Learning in the Professions
- Prange, K.: Kompetencije izmedu profesionalizacije i evaluacije
- Terhart, E.: Standardi za obrazovanje nastavnika
- Tot, D., Cindric, M. i Šimovic, V.: Bitna pretpostavka (samo)vrednovanja ucitelja: spremnost sudionika. U: Pedagogija i društvo znanja
- Tot, D. i Jurcec, L.: Procjene sudionika samovrjednovanja ucitelja o indikatorima kvalitete nastave i ucenja
|
Pristupačnost
