РОЛЯТА НА ПРОЦЕСИТЕ АТЕСТИРАНЕ НА ПЕДАГОГИЧЕСКИТЕ СПЕЦИАЛИСТИ И ИНСПЕКТИРАНЕ НА ОБРАЗОВАТЕЛНИТЕ ИНСТИТУЦИИ В СИСТЕМАТА НА ПРЕДУЧИЛИЩНОТО И УЧИЛИЩНОТО ОБРАЗОВАНИЕ ПРЕЗ ПОГЛЕДА НА ПЕДАГОГИЧЕСКИТЕ СПЕЦИАЛИСТИ
THE ROLE OF THE PROCESSES OF ATTESTATION OF PEDAGOGICAL SPECIALISTS AND INSPECTION OF EDUCATIONAL INSTITUTIONS IN THE PRE-SCHOOL AND SCHOOL EDUCATIONAL SYSTEM FROM THE VIEWPOINT OF PEDAGOGICAL SPECIALISTS

Summary/Abstract: The work of teachers is the subject to a plethora of scientific studies, in which the most important aspect is providing a higher quality of educational product. Assessment is not only the attestation of quality of work the teachers provide. As a process, it becomes a prominent tool in identifying good practices, improving the teaching process and increasing the motivation of pedagogical specialists, oriented towards success and professional development. Assessment of pedagogical work is the corner stone of career growth for every teacher, deputy director or director in the system of pre-school or school education. The study aimed at examining the opinion, attitudes and mindset of pedagogical specialists in regards to the interrelated processes of assessment and inspection, implemented after the adoption of the Pre-school and School Education Act. The study was conducted using the direct survey method among 252 pedagogical specialists and aims to establish expectations using feedback of the teaching staff regarding the attestation as a process that unites the perceptions and self-assessment of the pedagogical specialist, the public expectations towards them and the assessment given to them by the attestation committee. The answers provided in support for attestation, and the suggestions made support the notion that the process of assessing pedagogical work needs to be refined, optimized and improved. The main attitudes, expectations and challenges related to the process of inspecting educational institutions in the pre-school and school educational system are observed through the eyes of the professional community. Pedagogical specialists express clear preferences for a longer on-site inspection, which would provide an opportunity to discuss with the inspecting experts the specific problems and challenges in regards to the educational institution. Whilst inspecting a site for a longer period, the educational specialists observe, with greater objectivity in making the assessment and the opportunity to obtain valuable expert guidance and supporting recommendations for addressing the challenges faced by the inspected school. The suggestions made by the surveyed pedagogical specialists could serve to improve the attestation and inspection processes.

• Details
• Contents