https://doi.org/10.59132/vviz/2025/1/84-110
Povzetek
V članku predstavljava pomen sodelovanja Slovenije v mednarodnih raziskavah v izobraževanju, uvodno razpravo pa v drugem delu nadgradiva s podatki raziskave PISA 2022 o pogledih slovenskih ravnateljev na ustvarjalnost v izobraževanju v primerjavi s pogledi učencev. V uvodu raziskavo PISA umestiva v kontekst sistema ugotavljanja in zagotavljanja kakovosti v izobraževanju in ob tem povzameva njene osnovne rezultate, vključno z nedavno objavljenimi rezultati na področju ustvarjalnega mišljenja. Kot nadgradnjo znanih rezultatov v osrednjem delu predstaviva primerjalno analizo odgovorov ravnateljev in učencev glede njihovih prepričanj o ustvarjalnosti, pogledov na to, koliko učitelji na šoli uporabljajo pedagoške pristope, ki spodbujajo razvoj ustvarjalnosti učencev, ter mnenj ravnateljev o ustvarjalnosti učencev na šoli v primerjavi s samopodobo učencev na področju ustvarjalnosti. S primerjavo odgovorov ravnateljev z odgovori učencev želiva spodbuditi šole kot tudi akademsko in politično odločevalsko javnost k poglobljenemu razumevanju ugotovitev iz raziskav, kot je PISA, pa tudi k nadaljnjemu branju in h kritični refleksiji njihovih rezultatov.
Abstract
Head Teachers’ Views on Creativity Compared to Their Students’ Views in the PISA 2022 Study
In this article, we highlight the significance of Slovenia’s participation in international educational research, expanding the introductory discussion in the second part with PISA 2022 data on Slovenian head teachers’ perspectives on creativity in education, compared to students’ views. In the introduction, we position the PISA study within the framework of the system for quality assessment and assurance in education, summarising its key findings, including recently published results on creative thinking. Building on previously established findings, the central part of the paper presents a comparative analysis of head teachers’ and students’ responses regarding: their beliefs about creativity; their views on the extent to which teachers use pedagogical approaches that foster students’ creativity; head teachers’ views on students’ creativity at school compared to students’ self-perceptions of their creativity. By comparing head teachers’ responses with those of students, we aim to encourage schools, as well as the academic and policymaking community, to develop a deeper understanding of findings from studies such as PISA. Furthermore, we seek to inspire further reading and critical reflection on these results.