Page 128 - 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. 128
r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
The biggest issue of the evaluation is the rule that students need to
fill in the form when they enroll in a new semester. They do this
without giving much thought, and regardless of whether they at-
tended the lecture or not. (University of Belgrade)
One of the most frequent complaints was aimed at the bureaucratic
way of carrying out the evaluation. People often wonder whether it’s possi-
ble for a teacher not to have any evaluation of their pedagogical skills. This
is because most teachers haven’t taught any pedagogical subject. A teacher
organizes a lecture so that it resembles those they had during their time in
an elementary or high school.
Since becoming a freshman (in 1972) and up until now (44 years
later) no one has come to check whether my teacher or, in this
case, myself is delivering a lecture. Never! Because sometimes
someone doesn’t do it... It seems to me that no one cares about
the quality of a lecture! Not even my country that gives me a sal-
ary with which I make ends meet nor the staff that hides the real
truth. The curriculum ISN’T CONNECTED WITH THE NEEDS
OF THE PRACTICE. For years, people have been teaching what
they want and think they should. Everyone establishes their own
criteria for grading, and sometimes a person “goes crazy” after
they fail an exam for the 18th time. And still nothing happens... I
tried to do something with my department... they didn’t even un-
derstand me, so I’m not happy with the results. (Professor, Uni-
versity of Belgrade)
A professor at the University of Niš shares a similar opinion. Apart
from bureaucracy, she wonders whether the students are competent to eval-
uate their teacher. Will the grade help the teacher develop and change their
approach?
The evaluation is not properly organized and doesn›t make any
sense. It is carried out only so that the administration can cal-
culate the score and fill in the report about a teacher before they
get an academic title (please note, there is a tendency to write the
highest grade no matter what the real one is; no one comments
this or checks what someone wrote in their report. No one was
ever praised. No one was ever punished for getting a 1 or 2). First
of all, I’ve witnessed students filling in the evaluation recklessly
and superficially. They don’t even know the teacher. They are giv-
128
The biggest issue of the evaluation is the rule that students need to
fill in the form when they enroll in a new semester. They do this
without giving much thought, and regardless of whether they at-
tended the lecture or not. (University of Belgrade)
One of the most frequent complaints was aimed at the bureaucratic
way of carrying out the evaluation. People often wonder whether it’s possi-
ble for a teacher not to have any evaluation of their pedagogical skills. This
is because most teachers haven’t taught any pedagogical subject. A teacher
organizes a lecture so that it resembles those they had during their time in
an elementary or high school.
Since becoming a freshman (in 1972) and up until now (44 years
later) no one has come to check whether my teacher or, in this
case, myself is delivering a lecture. Never! Because sometimes
someone doesn’t do it... It seems to me that no one cares about
the quality of a lecture! Not even my country that gives me a sal-
ary with which I make ends meet nor the staff that hides the real
truth. The curriculum ISN’T CONNECTED WITH THE NEEDS
OF THE PRACTICE. For years, people have been teaching what
they want and think they should. Everyone establishes their own
criteria for grading, and sometimes a person “goes crazy” after
they fail an exam for the 18th time. And still nothing happens... I
tried to do something with my department... they didn’t even un-
derstand me, so I’m not happy with the results. (Professor, Uni-
versity of Belgrade)
A professor at the University of Niš shares a similar opinion. Apart
from bureaucracy, she wonders whether the students are competent to eval-
uate their teacher. Will the grade help the teacher develop and change their
approach?
The evaluation is not properly organized and doesn›t make any
sense. It is carried out only so that the administration can cal-
culate the score and fill in the report about a teacher before they
get an academic title (please note, there is a tendency to write the
highest grade no matter what the real one is; no one comments
this or checks what someone wrote in their report. No one was
ever praised. No one was ever punished for getting a 1 or 2). First
of all, I’ve witnessed students filling in the evaluation recklessly
and superficially. They don’t even know the teacher. They are giv-
128
