The reform process of Slovak system of education requires a professional discussion aimed at enhancing the quality of the teacher's professional performance in the context of the pupil's needs and overall optimization of the education system, including qualitative changes in the content and organization of education as well as a change in the social status of teacher. one of the topics discussed was the possibility of increasing the quality of the teacher's performance by mapping them to the requirements of the teacher's professional competency profile. a team of experts from constantine the philosopher university in nitra (Slovakia) has been addressing this issue in the form of a research project Evaluation of Teacher Competences, which focuses on the development and design of a comprehensive evaluation model and tools for evaluating different teaching competences. The research team has developed special evaluation tools-a set of assessment sheets aimed at assessment (assessment Sheets for evaluators), self-assessment (Self-assessment Sheets for the observed and evaluated teachers), and a tool to correlate the assessment positions of the evaluator and the evaluated teacher. in developing the tools, the specific focus of each professional competence and the content and performance requirements on teacher's work have been taken into account. The methodology for verifying the efficiency of the designed tools included panel discussion, piloting, and personal interviews. The results of the pilots in primary and secondary schools all over Slovakia were analyzed, evaluated and taken into account when modifying the final version of the evaluation tools. These are now offered for implementation by school managers in Slovak schools. one of the issues in the research project, testing the process aspect of education, is the competence of planning education. The research, focused on identifying the complex of the given competence components and their analysis. The most important part of the competence is the ability to create a model (plan/scenario) of a lesson, the success of which is based on the correct identification and realization of the educational aims and objectives. The teachers demonstrate competence through their ability to implement relevant didactical transformation of the curriculum content, not only in the view of the requirements of particular subjects, but also in the view of the current societal challenges and needs, taking into account modern and effective methodological approaches. The assessment tools for the competence in educational planning were verified in a pilot. The paper presents partial results of the research, which confirmed the relevance and reasonability of the methodology for the competence assessment. Education and training requirements in the Slovak Republic accept common aspects related to the education of citizens of the European union and at the same time prioritize education as an essential means for ensuring sustainable development. achievement of these goals can be ensured not only...

"Planning is an essential part of the preparation and implementation of the teaching process. Designing and planning education is an important part of the complex professional competencies of teachers, which were the subject of several years of research carried out at the University of Constantine the Philosopher in Nitra. Scientific research of Slovak experts focused on the issue of the professional competencies of teachers. The starting point was to determine the current state of professional skills of teachers in the Slovak Republic, then a complex of necessary competencies was identified. The relevance of the teacher's competency complex was confirmed by their practical implementation, which was assessed by competent evaluators. The paper presents the professional competence to plan and design, which we understand as a basic pillar of quality and effective education. A modern school requires the personal and social development of the student, good study results, but also in a complex of student values, which can be ensured by a methodologically and professionally thought-out organization of the teaching process. One of the results of the APVV research project, Evaluation of Teacher Competencies, was the creation of tools and criteria for evaluating and self-evaluating the quality of a teacher's professional competencies in educational practice. Part of the paper is to present the practical implementation of a special methodology aimed at evaluating the competence to design and plan teaching, in the form of a case study model."

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"The requirements for the quality of the teacher's pedagogical work and its assessment are constantly increasing. The paper focused on knowledge related to teacher competence. It resulted from research activities in several scientific research projects (e.g. the Slovak Research and Development Agency, Evaluation of Teacher Competencies), implemented at the University of Constantine the Philosopher in Nitra (Slovakia). The team of Slovak experts and teachers monitored (researched) the possibilities of identifying a complex of relevant professional competencies that need to be taken and developed. Overall, the research work within the national survey in the Slovak Republic was determined ten essential competencies of a teacher. The aim of the paper is to introduce the competence of a teacher - the competence to develop a positive climate in the classroom. The positive climate in the classroom acts to shape the relationship between teacher and pupils. It affects the results of the pupil team and uses not only education but also training. Today (current) school is oriented on the personal and social development of the pupils. It is reflected not only in good school results, but also in the complexity of pupil values. As part of the research process, the participating experts and pedagogues developed tools and criteria for the evaluation and self-assessment of the teacher's quality and the teacher's applied competencies in educational practice. These competencies were presented through case studies and the use of the implementation of the AAA evaluation methodology model. We consider it important to point out that the teacher should be a professionally qualified pedagogue who is always competent to educate and train. The essential condition for his further qualification growth is, at the same time, focused on attention and his own self-improvement."