Competence to Design and Plan Education and Its Application in School Practice

Abstract

"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."

Impact of Competency and Self-esteem on the Teacher Engagement at Jinja City Primary Schools, Uganda

“…This contradicts most researchers such as Yang and Chang (2023), Baba Rahim (2022), Geletu (2022), Jarrahzade and Mohamadi Zenouzagh (2022) revealed that teacher competence significantly predicted engagement. Other studies such as Eton et al (2019), Predanocyová and Jonášková (2021), Tohidian and Nodooshan (2021), Pratiwi et al (2020), Nagro et al (2019) also reported that teacher competence significantly influenced engagement. Nonetheless, the findings also indicated that teacher competence positively and negatively predicted engagement.…”

“…Studies (Yang & Chang, 2023;Baba Rahim, 2022;Geletu, 2022;Jarrahzade & Mohamadi Zenouzagh, 2022;Eton et al, 2019;Predanocyová & Jonášková, 2021;Tohidian & Nodooshan, 2021;Pratiwi et al, 2020;Nagro et al, 2019) have examined the link between teacher competence and engagement. However, contextual and conceptual gaps emerged from the aforementioned studies.…”

“…Further, even the study by Eton et al (2019) that was carried out in primary schools in Uganda, was done in Nwoya district in Northern Uganda where teachers' working environment may be different from that of those in city primary schools in Jinja hence, producing a contextual gap. Further, studies (Predanocyová & Jonášková, 2021;Tohidian & Nodooshan, 2021;Pratiwi et al, 2020;Nagro et al, 2019) used other variables to predict teacher engagement other than their competence, hence producing a contextual gap. Therefore, the above gap called for the need to conduct this study to test whether teacher competence predicted their engagement in the context of primary schools in Jinja city.…”