996 KB0 KB200520252023Boštjančič, EvaPogorelčnik, Tinaštevilka:3letnik:74str. 51-70ISSN:0038-0474COBISSID_HOST:173153795URN:URN:NBN:SI:doc-YB250Y34slZveza društev pedagoških delavcev SlovenijeSodobna pedagogikafeedbackhigher education teacherspedagogical workpedagoško delopovratne informacijestudent evaluation of teachingštudentske evalvacije poučevanjaUniversity of LjubljanaUniverza v Ljubljanivisokošolski učiteljiSprejemanje rezultatov študentskih anket o pedagoškem delu med visokošolskimi učitelji in njihov odziv nanje|The University of Ljubljana conducts a student evaluation survey to monitor students‘ opinions on individual courses and the teaching performance of higher education teachers and colleagues. The aim is to examine their reception and response to feedback on their teaching performance. The data was collected through a survey questionnaire. 244 teaching staff members at the University of Ljubljana participated in the survey, 15 of whom did not read the student feedback. The final sample consisted of 229 people. The surveyed members of staff generally have a positive attitude towards the feedback. However, their opinion on whether the received feedback should play a major role in promotion decisions is less unanimous. Negative feedback motivates the surveyed teachers to improve their teaching, while positive feedback instils feelings of self-confidence. The received feedback gives most of the surveyed teachers ideas on changes in teaching style and encourages them to improve their teaching. The results show statistically significant differences between teaching assistants on the one hand, and assistant professors, associate professors and professors on the other hand. The most significant difference was in the evoked feelings of confidence when receiving positive feedback and evoked feelings of doubt about one‘s abilities. The findings can offer insight into the reception and response of higher education teachers to feedback. Thus, the conclusions of this thesis can aid the management of the University of Ljubljana in developing strategies for dealing with feedbackNa Univerzi v Ljubljani se vsak semester izvaja študentska evalvacijska anketa, ki je namenjena spremljanju mnenja študentov o posameznih predmetih in pedagoškem delu visokošolskih učiteljev ter visokošolskih sodelavcev. Cilj raziskave je bil analizirati, kako visokošolski učitelji in sodelavci sprejemajo to povratno informacijo in kako se odzivajo nanjo. Na anketni vprašalnik je odgovorilo 244 visokošolskih učiteljev in sodelavcev, od katerih jih 15 povratnih informacij študentov ne bere, zato je končni vzorec zajemal 229 oseb. Udeleženci imajo do povratnih informacij na splošno pozitiven odnos, manj enotni pa so pri strinjanju o tem, ali bi morale imeti poglavitno vlogo pri odločitvah o napredovanju. Negativne povratne informacije jih sicer motivirajo, da izboljšajo svoje pedagoško delo, pozitivne pa v njih vzbudijo občutke samozavesti. Večini dajo ideje, kako spremeniti svoj način poučevanja, ter jih k spremembi tudi spodbudijo. Statistično pomembne razlike so se pokazale med asistenti v primerjavi z docenti, izrednimi in rednimi profesorji pri občutenju samozavesti ob prejemu pozitivnih povratnih informacij ter občutenju dvoma o lastnih sposobnostih kot visokošolski učitelj ob prejemu negativnih povratnih informacij. Ugotovitve lahko služijo organom univerz pri razumevanju odzivanja visokošolskih učiteljev ter kot smernice pri oblikovanju strategij za ravnanje s povratnimi informacijami o pedagoškem deluTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaZveza društev pedagoških delavcev Slovenije