20.500.12556/RUL-181460 Teachers’ attitudes towards classroom observations Stališča učiteljev do hospitacij Classroom observations enable professional growth and are integral to upholding the academic excellence of the school. Prioritising them must become imperative. In this study, geared towards exploring teachers’ attitudes towards peer and supervisory observations, we focused on teachers’ experiences, perceptions, and expectations of observations, the pivotal criteria for effective observation, the concrete changes made in teaching practice after receiving feedback, and the evolution of teachers’ attitudes towards observations throughout their professional careers. The study involved 73 teachers from three primary and one secondary school. A questionnaire was used to collect data. Through qualitative data, employing a coding technique, we gained valuable insights into teachers’ interpretations and the development of their attitudes towards them, while quantitative data provided robust support to our descriptive findings. The study revealed a prevalent positive disposition among teachers towards observations. Their expectations focused on receiving constructive feedback, further empowering them with ideas for future work, and facilitating the process of self-reflection. Most of the changes implemented in teaching practices after receiving feedback predominantly revolve around classroom management and changes in teaching methods. However, observations are also related to supervision, bureaucracy, pressure, and stress. Despite these challenges, teachers’ attitudes towards observations tend to improve over the course of their teaching careers. While both peer and supervisory observations pose challenges, peer observations emerge as more useful, notwithstanding concerns regarding subjective biases when observing colleagues. Hospitacije omogočajo učiteljevo profesionalno rast in zagotavljajo akademsko odličnost šole, zato morajo predstavljati eno izmed njenih prednostnih področij. V raziskavi, katere glavni cilj je bil preučiti stališča učiteljev do kolegialnih in ravnateljevih hospitacij, smo se osredinili na doživljanja, izkušnje in na pričakovanja učiteljev, ki jih gojijo v povezavi s hospitacijami, merila, ki se jim zdijo pomembna za učinkovito izvedbo hospitacije, konkretne spremembe, ki so jih vnesli v svoj pouk na podlagi prejetih povratnih informacij po hospitaciji, ter na razvoj stališč do hospitacij skozi leta učiteljeve profesionalne kariere. V raziskavi je sodelovalo 73 učiteljev iz treh osnovnih in ene srednje šole. Za zbiranje podatkov smo uporabili vprašalnik. Kvalitativni podatki, ki so bili analizirani z uporabo kodiranja, so nam omogočili razumevanje stališč učiteljev do hospitacij, s kvantitativnimi podatki pa smo ugotovitve dodatno podprli. Študija je pokazala, da učitelji na splošno gojijo pozitivna stališča do hospitacij. Njihova pričakovanja se večinoma osredinjajo na povratne informacije, za katere želijo, da so konstruktivne, jih opolnomočijo z idejami za nadaljnje delo in so v pomoč pri samorefleksiji. Večina sprememb, uvedenih v pedagoško prakso na podlagi povratnih informacij, se nanaša na vodenje razreda in spremembo učnih metod. Učitelji hospitacije povezujejo tudi z nadzorom, birokracijo, s pritiskom in stresom. Z leti poučevanja se posameznikov odnos do hospitacij navadno izboljšuje. Kolegialne in ravnateljeve hospitacije so učiteljem v izziv, kljub temu pa so kolegialne hospitacije med učitelji zaznane kot uporabnejše, čeprav je izražen dvom o učiteljevi pristranskosti, ko hospitira kolegu. attitudes criteria feedback implementations peer and supervisory observation kolegialne in ravnateljeve hospitacije merila povratna informacija spremembe stališča hospitacije true false true Angleški jezik Slovenski jezik Članek v reviji 2026-04-08 11:39:34 2026-04-08 11:39:35 2026-04-09 04:44:11 0000-00-00 00:00:00 2026 0 0 Str. 253-274 no. 1 Vol. 16 2026 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37 2232-2647 10.26529/cepsj.1752 200620035 RAZ_Lemut_Bajec_Melita_2026.pdf RAZ_Lemut_Bajec_Melita_2026.pdf 1 D9D18706FC9D80D4960625AE33E39675 163e369646c0fe40e9446b025f49bde9335728305a626d25627c2158606658ca b15cab91-332f-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=231941 https://journals.uni-lj.si/CEPSJ/article/view/26555 0 a82fadef-332e-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=231936 Pedagoška fakulteta CEPS journal 0 0 0