SAMOVRJEDNOVANJE UČITELJA I KVALITETA NASTAVE
TEACHER SELF-EVALUATION AND TEACHING QUALITY

Summary/Abstract: Students are our present and future. Prensky, (2001) believes that students have changed and that today’s system is no longer designed for them and their needs. In order to adapt the way of teaching, it is necessary to explore what today’s students need, what kind of teacher they want and how much teachers can adapt to the needs of students. The aim of this paper is to show how teacher self-evaluation affects the quality of teaching. It is divided into two parts, theoretical and empirical. The theoretical part refers to the function and role of teachers in the educational process, with an emphasis on self-evaluation as an opportunity to improve the quality of teachers’ work. The teaching process and the role of teachers in the learning and teaching process are described, as well as the process of student evaluation and the impact of teacher self-evaluation on the quality of work. The second part of the paper is of an empirical nature in which the statistical processing of data obtained by a questionnaire on how teacher self-evaluation affects the quality of teaching is presented. Given the results of the research, it can be concluded that in all parameters of the research it has been proven that self-evaluation has a strong and effective effect on teachers and the quality of teaching and the teaching process. Therefore, the final conclusion of this paper would be that quality self-evaluation has a positive effect on the quality of teaching. The conclusion of this paper is that quality self-evaluation has a positive effect on the quality of teaching.

• Details
• Contents