20.500.12556/RUL-188987 Psihometrične značilnosti merjenja odličnosti visokošolskega učitelja Psychometric Characteristics of Measuring University Teacher Excellence V doktorski disertaciji se ukvarjamo z merskimi vidiki odličnosti visokošolskega učitelja. Izhodišče proučevanja je vprašanje, kako odličnost visokošolskega učitelja vsebinsko opredeliti, jo operacionalizirati kot predmet merjenja in preveriti psihometrične značilnosti razvitega merskega instrumenta. V teoretičnem delu smo odličnost visokošolskega učitelja umestili v širši kontekst kakovosti izvedbe študijskega procesa in pokazali, da različna pojmovanja kakovosti predpostavljajo različne kriterije njene presoje. Predstavili smo obstoječe pristope k opredeljevanju odličnosti visokošolskega učitelja ter okvir veljavnosti merjenja, v katerem mora proučevanje odličnosti zagotoviti dokaze, ki podpirajo interpretacijo rezultatov glede na predviden namen njihove uporabe. Izhajali smo iz predpostavke, da je mogoče odličnost visokošolskega učitelja konceptualizirati skozi strokovno, didaktično in pedagoško odličnost, v empiričnem delu doktorske disertacije pa smo preverjali, ali se takšna konceptualizacija potrdi tudi kot empirično razločljiva merska struktura. Empirični del doktorske disertacije sestavljajo štiri povezane raziskave. V prvi raziskavi smo s kvalitativnim pristopom opredelili in operacionalizirali značilnosti odličnosti visokošolskega učitelja ter oblikovali izhodiščni nabor postavk vprašalnika. V drugi raziskavi so izvajalci študijskega procesa presojali pomembnost posameznih značilnosti odličnosti, v tretji raziskavi pa so iste značilnosti presojali študenti. V obeh raziskavah smo preverjali notranjo strukturo vprašalnika, zanesljivost lestvic in razločljivost predpostavljenih dimenzij. V četrti raziskavi smo vprašalnik prilagodili za vrednotenje dela konkretnega visokošolskega učitelja ter preverili povezanost zaznane odličnosti učitelja z zaznanimi rezultati študijskega procesa. Ugotovili smo, da tako izvajalci študijskega procesa kot študenti večino obravnavanih značilnosti ocenjujejo kot relevantne za presojo odličnosti visokošolskega učitelja. Kot najpomembnejše so se pokazale značilnosti, neposredno povezane z izvedbo študijskega procesa – razumljivost razlage, pripravljenost na izvedbo študijskega procesa, pravičnost, spoštljiv odnos ter podpora študiju in razvoju študentov. Potrjevalne faktorske analize niso podprle teoretično predpostavljene tridimenzionalne konceptualizacije odličnosti. Raziskovalna grafična analiza je pokazala večdimenzionalno organizacijo postavk, vendar z vsebinsko prepletenimi in ne povsem jasno razmejenimi področji. Ključna ugotovitev doktorske disertacije je, da odličnosti visokošolskega učitelja ni smiselno razumeti kot reflektivnega konstrukta, pri katerem bi bile posamezne značilnosti zgolj odrazi ene skupne latentne lastnosti. Bolj smiselno jo je obravnavati kot preplet medsebojno povezanih kompetenc, ravnanj in lastnosti učitelja. Doktorska disertacija tako prispeva k razumevanju pojmovanj odličnosti visokošolskega učitelja v slovenskem visokošolskem prostoru, razvoju vprašalnika za njeno proučevanje ter razmisleku o možnostih in omejitvah merjenja oziroma vrednotenja odličnosti visokošolskega učitelja. This doctoral dissertation examines the measurement aspects of higher education teacher excellence. The study addresses how higher education teacher excellence can be conceptually defined, operationalised for measurement, and examined in terms of the psychometric characteristics of the developed instrument. In the theoretical part, higher education teacher excellence is situated within the broader context of the quality of teaching in higher education. The dissertation shows that different conceptions of quality imply different criteria for its evaluation. It also reviews existing approaches to defining higher education teacher excellence and presents a validity framework in which the study of excellence must provide evidence that supports the interpretation of results in relation to their intended use. The study was guided by the assumption that higher education teacher excellence can be conceptualised through disciplinary, didactic, and pedagogical excellence. The empirical part examines whether this conceptualisation is also supported as an empirically distinguishable measurement structure. The empirical part of the dissertation consists of four related studies. In the first study, a qualitative approach was used to define and operationalise the characteristics of higher education teacher excellence and to develop an initial pool of questionnaire items. In the second study, higher education teachers assessed the importance of individual characteristics of excellence, while in the third study the same characteristics were assessed by students. In both studies, the internal structure of the questionnaire, the reliability of the scales, and the distinctiveness of the assumed dimensions were examined. In the fourth study, the questionnaire was adapted so that students assessed a specific higher education teacher in the context of a particular course, and the relationship between perceived teacher excellence and perceived learning outcomes was examined. The findings show that both higher education teachers and students assessed most of the examined characteristics as relevant for evaluating higher education teacher excellence. The characteristics rated as most important were those most closely tied to how the teaching process is carried out: clarity of explanation, preparedness for teaching, fairness, respectful treatment, and support for students’ learning and development. Confirmatory factor analyses did not support the theoretically assumed three-dimensional conceptualisation of excellence. Exploratory graph analysis indicated a multidimensional organisation of items, but the domains were substantively intertwined and not clearly delimited. The key finding of the dissertation is that higher education teacher excellence should not be understood as a reflective construct in which individual characteristics are merely reflections of a single common latent trait. It is more appropriately understood as a configuration of interrelated competencies, practices, and teacher characteristics. The dissertation contributes to the understanding of conceptions of higher education teacher excellence in the Slovenian higher education context, to the development of a questionnaire for studying this area, and to reflection on the possibilities and limitations of measuring and evaluating higher education teacher excellence. odličnost visokošolskega učitelja kakovost izvedbe študijskega procesa pojmovanja odličnosti visokošolskega učitelja vrednotenje dela visokošolskega učitelja rezultati študijskega procesa razvoj vprašalnika higher education teacher excellence teaching quality in higher education conceptions of higher education teacher excellence higher education teacher evaluation learning outcomes questionnaire development true false false Slovenski jezik Angleški jezik Doktorsko delo/naloga 2026-10-01 07:15:32 2026-10-01 07:15:49 2026-10-20 12:13:39 0000-00-00 00:00:00 2026 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 2027-09-28 5147 425.pdf 425.pdf 1 F0AC48A32B2569A1AD3993B3DDD273DF 10f342546d98dfe3889f8c5e630e604d08af8677796850391d5571e5a3fc4791 232bf1d6-bd57-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=249430 Filozofska fakulteta 0 0 0