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...

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Проблема и цель. Оценка профессиональной деятельности учителей является одной из обязательных обязанностей завучей школ в Словакии. Однако при выполнении этого обязательства на практике отсутствует системный подход к соответствующей оценке уровня профессиональных компетенций педагогов. Стремясь внести свой вклад в устранение этой проблемы, в Университете Константина философа в Нитре (Словакия) был осуществлен национальный проект «оценка компетенций учителей», в рамках которого была разработана методология и набор инструментов для стратифицированной оценки ключевых профессиональных компетенций учителей. Методология. В статье представлен кейс-исследование, целью которого было доказать применимость разработанной методологии оценки и ее оценочных инструментов на практике. Кейс-исследование проводилось в младшей средней школе, и объектом тестирования была применимость разработанных оценочных и самооценочных листов для оценки десяти ключевых профессиональных компетенций учителя. В исследовании представлена сумма данных, собранных от одного преподавателя. Результаты. В рамках проведенного кейс-исследования были проверены все разработанные оценочные инструменты, а собранные данные и результаты кейс-исследования доказывают применимость этих инструментов в школьной практике. Заключение. Учитывая результаты сравнительного анализа записей исследований, были получены два важных вывода. Один из них касается важности интервью после наблюдения, а второй связан с важностью профессиональной подготовки оценщиков. Ключевые слова: оценочные листы; инструменты оценки; оценка компетенций учителя; листы самооценки; стратификация; тестирование и верификация. Исследование выполнено при поддержке Словацкого агентства по исследованиям и разработкам в соответствии с контрактом № APVV-17-0071 Зденка Гадушовапрофессор доктор наук, PhD, кафедра английского и американского языков, факультет искусств, Университет Константина философа в Нитре, Нитра, Словакия.

Aim. The paper aims to investigate the students interactions engaged in mindful tasks in an English reading classroom. It attempts to explore whether there is any connection between being mindful and having a good interaction. Methods. For the research a case study approach was utilised, in which eight BA students majoring in English language and literature at the University of Mazandaran participated. They were divided into two groups of non-mindful and less mindful, each having four members based on their scores from Mindful Attention Awareness Scale (MAAS). The data was collected in three sessions of critical reading practice, in which both groups were engaged in different forms of critical reading tasks. The less mindful group was encouraged to engage in some mindful activities prior to the critical reading tasks. All the sessions were video recorded and then transcribed for analysis. The transcribed data were analysed by the researcher and a second rater. Results. The results of the data analysis demonstrated that there were some minor differences in interactions of non-mindful and less-mindful group in critical reading tasks. The less-mindful group seemed to have more interactions than the non-mindful one. Conclusions. Due to the study limitations the results cannot be generalised. Originality. Mindfulness is a fairly new concept in English language teaching which is attracting attention as an alternative to promote learning. However, within the context of education, there have also been a select few studies that have focused on the benefits of mindfulness in English reading classrooms.

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