Рейтинг викладача як індикатор якості освіти
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Дата
2014
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Анотація
У статті розглянуто основні підходи до визначення рейтингу викладачів вищих навчальних закладів у контексті оцінки їх педагогічної компетентності за критеріями рейтингу експертів. Цей критерій можливий для втілення у вигляді опитування студентів, які виступають експертами якості роботи викладачів. На нашу думку, цей рейтинг цікавий тому, що оцінку викладачу ставить студент – безпосередній споживач його послуг. Запропонована шкала критеріїв оцінювання викладача студентами дає широкий спектр визначення обізнаності педагога в його професійній діяльності, а також особистісних якостях, що стимулюють до підвищення якості знань студентів та освіти в цілому.
Fundamental approaches to defining the rating of teachers of higher educational establishments in the context of evaluating their teaching competence criteria according to the experts’ rating are considered in the paper. It is stresses in the article that rating assessment introduces completely different opportunities on the assessment of the work of the teacher. The function of the rating of high school teachers is defined. The common constituent of teacher’s ratings of any higher education institution will allow students to receive information about this educational establishment. The rating will help in shaping the image of the teacher. The rating has stimulating properties, because as soon as the chair, the department, the institute and the university introduces a rating estimation of the teacher’s activity, the entire faculty is immersed in the game rules, which are set by rating, seeking to improve their performance, which influences it. The author draws attention to such form of rating, as the rating of experts. This criterion is possible to be implemented in the form of inquiring the students that appear to be the experts who evaluate the quality of teacher’s work. In our opinion, this rating will be interesting because the teacher is assessed by the direct consumers of its services. In this case, the assessment can only be intuitive. The rating of experts in the evaluation of work quality of the teacher, in spite of the negative attitude to it the teachers themselves, has a right to exist. The task of the specialists both in the field of pedagogy and psychology is to develop meaningful rating questionnaire. It is suggested the scale of criteria of teacher’s assessment on the part of students that provides a wide spectrum of defining teacher’s erudition that he demonstrates in his professional activity, as well as that, shown in his personal qualities, which provide incentive for improving the quality of students’ knowledge and education in general. Among the most important characteristics of the teacher, which are considered in the article, are: the preparation to the lessons, the teacher’s language and the contact with the listeners, the ability to perform in front of the students that have the direct impact on the quality of knowledge acquisition.
Fundamental approaches to defining the rating of teachers of higher educational establishments in the context of evaluating their teaching competence criteria according to the experts’ rating are considered in the paper. It is stresses in the article that rating assessment introduces completely different opportunities on the assessment of the work of the teacher. The function of the rating of high school teachers is defined. The common constituent of teacher’s ratings of any higher education institution will allow students to receive information about this educational establishment. The rating will help in shaping the image of the teacher. The rating has stimulating properties, because as soon as the chair, the department, the institute and the university introduces a rating estimation of the teacher’s activity, the entire faculty is immersed in the game rules, which are set by rating, seeking to improve their performance, which influences it. The author draws attention to such form of rating, as the rating of experts. This criterion is possible to be implemented in the form of inquiring the students that appear to be the experts who evaluate the quality of teacher’s work. In our opinion, this rating will be interesting because the teacher is assessed by the direct consumers of its services. In this case, the assessment can only be intuitive. The rating of experts in the evaluation of work quality of the teacher, in spite of the negative attitude to it the teachers themselves, has a right to exist. The task of the specialists both in the field of pedagogy and psychology is to develop meaningful rating questionnaire. It is suggested the scale of criteria of teacher’s assessment on the part of students that provides a wide spectrum of defining teacher’s erudition that he demonstrates in his professional activity, as well as that, shown in his personal qualities, which provide incentive for improving the quality of students’ knowledge and education in general. Among the most important characteristics of the teacher, which are considered in the article, are: the preparation to the lessons, the teacher’s language and the contact with the listeners, the ability to perform in front of the students that have the direct impact on the quality of knowledge acquisition.
Опис
Ключові слова
рейтинг, професійна компетентність викладача, особистісні якості педагога вищої школи, рейтинг як інструмент якості освіти, показник якості й популярності, засіб актуалізації університетських досліджень, мотивований висновок, стимулювальні властивості рейтингу, rating, teacher’s professional competence, personal qualities of higher school teacher, rating as the tool of the quality of education, indicator of quality and popularity, means of updating university researches, motivated conclusion, stimulating properties of rating
Бібліографічний опис
Пшенична, Л. В. Рейтинг викладача як індикатор якості освіти [Текст] / Л. В. Пшенична // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 1 (35). – С. 368–378.