摘要：The research and evaluation of the study process are key conditions for its improvement and the provision of quality higher education in which students develop all those competencies needed for successful work in the field of education.The article presents a longitudinal study in which we followed the development of the competencies of future psychologists,as assessed by the students themselves.We used the EuroPsy model as a starting point to create a questionnaire for assessing the development of competencies.The study involved 43 students who completed the Psychological Competencies in Education Questionnaire,The Scale of Interest for Work in Education,The Scale of Importance of Educational Contents,and they answered the questions about their willingness to work as a psychologist in different fields of psychology.The students answered the questionnaires four times in three consecutive academic years (at the beginning and the end of the second year and at the end of the third year at the BA level,and at the end of the first year at the MA level).The results showed a gradual and significant improvement in students’ educational competencies during the course of their studies.In all the years,students assessed the highest the competence of communication,and the lowest the competence of intervention-help.Interest for work in the field of education remained stable during the course of the studies,as well as the perception of the importance of contents in pedagogical psychology and students’ satisfaction with the educational courses.Among all areas,work in the field of clinical psychology was assessed as the most desirable,while work in education was comparable to the desire to work in the field of work and organization.
其他摘要：Raziskovanje in evalvacija študijskega procesa je ključni pogoj za njegovo izboljševanje in zagotavljanje kakovostnega visokošolskega študija,v katerem študenti razvijejo vse tiste kompetence,ki so potrebne za uspešno delo na področju vzgoje in izobraževanja (VI).V prispevku bo predstavljena longitudinalna raziskava,v kateri smo spremljali razvoj kompetenc bodočih psihologov,kot so jih ocenjevali sami študenti.Pri ocenjevanju razvitosti kompetenc smo izhajali iz modela EuroPsy.V raziskavo je bilo vključenih 43 študentov,ki so v treh zaporedni letih in štirih merjenjih (na začetku in koncu 2.letnika,na koncu 3.letnika dodiplomskega študija in ob koncu 1.letnika magistrskega študija) izpolnjevali Vprašalnik psiholoških kompetenc za področje VI,Lestvico interesa za delo na področju VI,Lestvico pomembnosti vsebin na področju VI ter ocenili željo po opravljanju dela psihologa na posameznih delovnih področjih.Rezultati ocen študentov kažejo postopno in pomembno izboljšanje njihovih kompetenc tekom študija.V vseh letih študenti najvišje ocenjujejo kompetence komunikacije,najnižje pa kompetence intervencije-pomoči.Interes za delo na področju vzgoje in izobraževanja ostaja stabilen v času študija,prav tako tudi zaznavanje pomembnosti vsebin pedagoške psihologije ter zadovoljstva z njo.Med vsemi področji je najbolj zaželeno delo na področju klinične psihologije,področje dela v vzgoji in izobraževanju pa je primerljivo z željo za delo na področju dela in organizacije.
