Naslov
Self-monitoring and self-evaluation in educator profession

Autori
Mandarić Vukušić, Anita ; Bubić, Andreja

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
IV Encontro Internacional de Formação na Docência (INCTE)/ 4th International Conference on Teacher Education (INCTE) / Pires, Manuel V. ; Mesquita, Cristina ; Lopes, Rui P. ; Santos, Elisabete M. S. G. ; Patricio, Raquel ; Castanheira, Luis - Braganca : Instituto Politecnico de Braganca, Escola Superior de Educacao, 2019, 767-778

ISBN
978-972-745-259-0

Skup
4th International Conference on Teacher Education (INCTE)

Mjesto i datum
Bragança, Portugal, 03.05.2019. - 04.05.2019

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
competências do professor ; autoavaliação ; efeito Dunning-Kruger ; autoobservação ; educação
(teacher competences ; self-evaluation ; Dunning-Kruger effect ; observing self ; education)

Sažetak
Within the last fifty years, professional tasks and responsibilities of teachers have evolved from knowledge about content and process of teaching to planning, conducting and evaluating the process of active co-construction of child knowledge and experiences. This transition has been motivated by increased scientific knowledge of factors that affect the quality of the educational process, brain development, learning processes, and the teaching skills which are needed for supporting optimal child development. In order to play the role of a "theoretician in action" and become an "action- oriented practitioner", a teacher requires technical and practical knowledge. Technical knowledge is needed for evaluating the quality of educational work, whereas practical knowledge helps in analyzing social situations and understanding implicit beliefs and attitudes that can influence the creation of conditions required to encourage learning. In modern psychological and pedagogical literature, there are different views on teacher competences commonly divided into field-specific and generic, which are both required for their work. Furthermore, there is an additional level of so-called meta- competencies that are considered prerequisites for successful development of other competencies and are associated with the evaluation of all factors included in the educational process, including own performance. Self-evaluation helps teachers notice behavioral patterns and habits they deploy in the educational context, as well as to make decisions aimed at encouraging student development. It is considered the highest level of competence, although it is not clear whether it is truly attainable given the vast amount of knowledge indicating human limitations and common errors associated with self- understanding and evaluation of own performance. Educational process should not depend on subjective interpretation of pedagogical theories, principles and guidelines. Therefore, this article aims to analyze whether it is plausible to rely on teachers' meta-competences guiding their behaviors and decisions related to educating and supporting children's development by addressing the concepts of self-monitoring, self-knowledge, the observing self and related processes that lie at the foundation of successful self-evaluation and enable optimal decision making within various educational contexts.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija, Pedagogija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

POVEZANOST RADA