Sprejemanje in odziv visokošolskih učiteljev na povratno informacijo o pedagoškem delu : magistrsko delo

Pogorelčnik, Tina (author), Boštjančič, Eva (mentor)

Pedagoški delavci redno dobivajo povratne informacije v obliki študentskih evalvacijskih anket. To je uveljavljen način pridobivanja podatkov v namene merjenja, izboljševanja poučevanja in učenja ter za odločitve o napredovanju, prav zato pa so pogosto deležne tudi kritik glede veljavnosti in uporabnosti. Na Univerzi v Ljubljani se vsak semester izvaja študentska anketa, ki je namenjena spremljanju mnenja študentov o posameznih predmetih in pedagoškem delu visokošolskih učiteljev ter visokošolskih sodelavcev. Cilj magistrskega dela je preučiti sprejemanje in odziv visokošolskih učiteljev in sodelavcev Univerze v Ljubljani na povratno informacijo o njihovem pedagoškem delu. Podatke sem zbirala s pomočjo anketnega vprašalnika, ki sem ga oblikovala na podlagi prebrane literature, vseboval pa je vprašanja zaprtega in odprtega tipa. V raziskavi je sodelovalo 244 visokošolskih učiteljev in sodelavcev, ki delujejo na Univerzi v Ljubljani, od katerih jih 15 povratnih informacij študentov, ki se nahajajo v visokošolskem informacijskem sistemu ne bere, zato je končni vzorec zajemal 229 oseb. Ugotovila sem, da imajo na splošno do povratnih informacij pozitiven odnos. Manj enotni pa so si na področju strinjanja glede tega, ali bi morale imeti poglavitno vlogo pri sprejemanju odločitev o napredovanju. Negativne povratne informacije jih 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. Rezultati niso pokazali statistično pomembnih razlik med spoloma, statistično pomembne razlike pa so pokazali med asistenti v primerjavi z docenti, izrednimi ter rednimi profesorji na področju občutenja samozavesti ob prejemu pozitivnih povratnih informacij ter občutkov dvoma v lastne sposobnosti kot visokošolski učitelj ob prejemu negativnih povratnih informacij. Uporabna vrednost raziskave je predvsem sistematičen pregled tematike, ugotovitve pa lahko služijo tudi organom univerz pri razumevanju sprejemanja in odzivanja visokošolskih učiteljev in sodelavcev na povratne informacije ter kot smernice pri oblikovanju strategij za ravnanje s povratnimi informacijami o pedagoškem delu.

• Language: Slovenian
• Keywords: študentske evalvacije poučevanja, povratne informacije, visokošolski učitelji, pedagoško delo, Univerza v Ljubljani
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: FF - Faculty of Arts
• Place of publishing: Ljubljana
• Publisher: [T. Pogorelčnik]
• Year: 2022
• Number of pages: 60 str.
• PID: 20.500.12556/RUL-141846
• UDC: 37.091.12:005.962.131:378(043.2)
• COBISS.SI-ID: 139867395
• Publication date in RUL: 09.10.2022

Secondary language

• Language: English
• Title: The reception and response of higher education teachers to feedback of their students on their teaching performance

Abstract

Teaching staff receive regular feedback in the form of student evaluation surveys. These surveys are a well-established tool for obtaining data to measure and improve the quality of teaching and to make decisions about promotion. Hence, students evaluation surveys are often criticised for their validity and usefulness. 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 of this master thesis is to examine the reception and response of University of Ljubljana higher education teachers to feedback on their teaching performance. The data was collected through a survey questionnaire, which was designed on the basis of the surveyed literature and which included both closed-ended and open-ended questions. 244 members of the teaching staff at the University of Ljubljana took part in the survey, 15 of whom do not read the student feedback that is available to them in the higher education information system, so 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 of the conducted survey showed no statistically significant differences between genders, however, it did show statistically significant differences between teaching assistants on the one hand, and assistant professors, associate professors and professors on the other hand. The biggest difference was in the evoked feelings of confidence when receiving positive feedback and evoked feelings of doubt about one's own abilities as a higher education teacher when receiving negative feedback. The usefulness of this research lies mainly in the systematic review of the researched topic, nevertheless, the findings can also offer an insight into the reception and response of higher education teachers to feedback. Thus, the conclusions of this thesis can aid senior bodies of the University of Ljubljana in developing strategies for dealing with feedback.

• Keywords: student evaluation of teaching, feedback, higher education teachers, pedagogical work, University of Ljubljana