Outcome evaluation of professional development for educators is meant to enable an objective insight into participants’ learning outcomes, practical application of these outcomes, as well as the effects of such application. Thus, the mechanisms of outcome evaluation for professional development seminars play a role in the overall assessment of the value of the seminar programme, of the seminar outcomes for the participants, the competencies they develop, as well as of the potential for increasing the programme’s efficiency and effectiveness by implementing certain changes. Seminar participants are in fact the key evaluation actors, as they are expected to objectively view and assess seminar outcomes. In that sense, also important is the teacher’s perception of the quality of evaluation of professional development seminars, and this is the subject of the study.
Radovan Antonijević, PhD is Professor at the Department of Pedagogy and Andragogy at the Faculty of Philosophy, University of Belgrade.
Aleksandar Tadić, PhD is Assistant Professor at the Department of Pedagogy and Andragogy at the Faculty of Philosophy, University of Belgrade.
Nataša Nikolić is Teaching Asstant at the Department of Pedagogy and Andragogy at the Faculty of Philosophy, University of Belgrade.
The paper is a result of the project Evaluation models and strategies of enhancing the quality of education in Serbia (ID 179060, 2011–2016) conducted by the Institute for Pedagogy and Andragogy, Belgrade Faculty of Philosophy, and Concepts and Strategies for Ensuring the Quality of Basic Education and Learning (ID 179020, 2011–2016) conducted by Belgrade Teacher’s Faculty, both funded by the Republic of Serbia Ministry of Education, Science, and Technological Development.