Page 126 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
P. 126
r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
associate professors, and 25.4% of lecturers. In total, 40.3% work at faculties
of social sciences and humanities, 13.3% at faculties of sciences and mathe-
matics, and 46.4% at faculties of technology. All of them had the same con-
ditions during the interviews.
Literature Overview
There aren’t many academic papers which deal with the evaluation in the
higher educational institutions in Serbia. Only a few papers warn us that
this issue isn’t taken seriously (Mandić i Vilotijević, 1980; Vilotijević, 1992).
Rarely is any information revealed by the faculties. Teachers aren’t quick to
talk about the evaluation, and usually it all comes down to them saying that
the process isn’t suitable (Janković & Jarić, 2009: 5).
Research Results
In this part of the paper, we have singled out a number of distinctive com-
ments from the teachers. They can serve as the basis for the further re-
search on teacher performance evaluation. In general, comments are sim-
ilar in how they judge teacher performance evaluation. We didn’t change
the comments as we wanted to show them as they were submitted.
All teachers mentioned that they needed the evaluation in order to
better organize their lectures and adjust them to their students’ needs. On
the other hand, they said that the evaluation system should be better organ-
ized. Here’s one belief from an associate professor:
The topic is extremely interesting. It’s helpful to see that the eval-
uation process is taken far more seriously in elementary and high
schools than in higher educational institutions. There is a more
strict assessment going on in lower educational institutions. (Uni-
versity of Niš)
This is my comment: I would love clearer criteria for grading
and assessing the qualities of teachers – those teaching to under-
graduate, masters and PhD students. Also, I believe that the stu-
dent evaluations of teachers should have more bearing, and they
should be relevant when someone is about to get tenure. (Profes-
sor, University of Belgrade)
All teachers exhibited the desire to help improve and change the evalu-
ation process, but it’s obvious they’re encountering obstacles. Some sugges-
126
associate professors, and 25.4% of lecturers. In total, 40.3% work at faculties
of social sciences and humanities, 13.3% at faculties of sciences and mathe-
matics, and 46.4% at faculties of technology. All of them had the same con-
ditions during the interviews.
Literature Overview
There aren’t many academic papers which deal with the evaluation in the
higher educational institutions in Serbia. Only a few papers warn us that
this issue isn’t taken seriously (Mandić i Vilotijević, 1980; Vilotijević, 1992).
Rarely is any information revealed by the faculties. Teachers aren’t quick to
talk about the evaluation, and usually it all comes down to them saying that
the process isn’t suitable (Janković & Jarić, 2009: 5).
Research Results
In this part of the paper, we have singled out a number of distinctive com-
ments from the teachers. They can serve as the basis for the further re-
search on teacher performance evaluation. In general, comments are sim-
ilar in how they judge teacher performance evaluation. We didn’t change
the comments as we wanted to show them as they were submitted.
All teachers mentioned that they needed the evaluation in order to
better organize their lectures and adjust them to their students’ needs. On
the other hand, they said that the evaluation system should be better organ-
ized. Here’s one belief from an associate professor:
The topic is extremely interesting. It’s helpful to see that the eval-
uation process is taken far more seriously in elementary and high
schools than in higher educational institutions. There is a more
strict assessment going on in lower educational institutions. (Uni-
versity of Niš)
This is my comment: I would love clearer criteria for grading
and assessing the qualities of teachers – those teaching to under-
graduate, masters and PhD students. Also, I believe that the stu-
dent evaluations of teachers should have more bearing, and they
should be relevant when someone is about to get tenure. (Profes-
sor, University of Belgrade)
All teachers exhibited the desire to help improve and change the evalu-
ation process, but it’s obvious they’re encountering obstacles. Some sugges-
126
