Vesna Podgornik
Biographic Data
| ID | 6844609 |
|---|---|
| NAME | Vesna Podgornik |
| GIVEN NAMES | Vesna |
| FAMILY NAME | Podgornik |
| SIGNATURE | PODGORNIK V |
| AFFILIATIONS | University of Ljubljana |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Professional Development and Teacher Research in Initial Teacher Education
Initial teacher education is increasingly expected to prepare pre-service teachers for ongoing professional development and teacher research, yet it remains unclear how systematically these competences are embedded in programmes and how prepared pre-service teachers feel. We used a mixed-methods design, combining a content analysis of 47 teacher education programmes at the University of Ljubljana with two cross-sectional surveys involving 443 pre…
The Role of Headteachers, Teachers, and School Counselors in the System of Quality Assessment and Assurance of School Work
In many countries in recent decades, great importance has been placed on the concept of quality assurance in education. In Slovenian schools, quality assessment and assurance processes are based on a combination of self-evaluation and external evaluation, although significantly more weight has been attached to self-evaluation than external evaluation lately. Efforts to achieve the highest possible levels of quality and school work performance are…
Self-Evaluation as a Factor of Quality Assurance in Education
Using an empirical research study based on a systematic sample of teachers, school counselors, and principals working in Slovenian primary and secondary schools, we examined how frequently these education professionals self-evaluate their work. The multiple regression models demonstrated that educators’ interest in research work and belief in the necessity of continuous professional development have the strongest impact on their views of the impo…
No prominent works on this page.
Self-Evaluation as a Factor of Quality Assurance in Education
Using an empirical research study based on a systematic sample of teachers, school counselors, and principals working in Slovenian primary and secondary schools, we examined how frequently these education professionals self-evaluate their work. The multiple regression models demonstrated that educators’ interest in research work and belief in the necessity of continuous professional development have the strongest impact on their views of the impo…
The Role of Headteachers, Teachers, and School Counselors in the System of Quality Assessment and Assurance of School Work
In many countries in recent decades, great importance has been placed on the concept of quality assurance in education. In Slovenian schools, quality assessment and assurance processes are based on a combination of self-evaluation and external evaluation, although significantly more weight has been attached to self-evaluation than external evaluation lately. Efforts to achieve the highest possible levels of quality and school work performance are…
Professional Development and Teacher Research in Initial Teacher Education
Initial teacher education is increasingly expected to prepare pre-service teachers for ongoing professional development and teacher research, yet it remains unclear how systematically these competences are embedded in programmes and how prepared pre-service teachers feel. We used a mixed-methods design, combining a content analysis of 47 teacher education programmes at the University of Ljubljana with two cross-sectional surveys involving 443 pre…
Educational Assessment and Improvement (3 works) · Engineering (2 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Professional development (2 works) · Psychology (2 works) · Quality assurance (2 works) · Teacher Education and Leadership Studies (2 works) · Applied Psychology (1 works)