Teacher's Professional Competences and Their evaluation

Abstract

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...

Teachers` competences evaluation: Case study

“…Evaluators (2,2): The responses of both evaluators indicate that the teacher was able to identify the educational needs of pupils.…”

“…The main objective of the project was to develop a comprehensive model for teacher evaluation and related to it evaluation tools. The set of the developed evaluation tools is based on a stratified approach (Gadušová, Hašková, Jakubovská, 2018 [1]) and in 2019 it was presented in Kazan at the V International Forum on Teacher Education IFTE 2019 organized by the Kazan Federal University in co-operation with the Ministry of Science and Higher Education of the Russian Federation and the Russian Academy of Education (Gadušová, Hašková, Predanocyová, 2019 [2]).…”

Objectivity of Teachers' Assessment

“…It states the minimum frequency of the teachers' evaluation and the obligation of the assessor to inform the assessed teacher about the findings observed and recorded in the assessment process. The evaluation of teachers is expected to be done using internal assessment mechanisms designed by the school managers, or by the authorized members of school staff (for more details see [4], [5], [6]).…”

How to Evaluate Technology Subject Teachers

“…Some of the project outputs were already presented at the V International Forum on Teacher Education IFTE 2019 (Gadušová, Hašková, & Predanocyová, 2019).…”

“…each of the ten key competences is assessed individually, in another lesson). So the evaluated competence can be observed more closely how it is applied and whether it is applied properly in teaching process, and various nuances of its manifestation can be monitored (Gadušová et al, 2019;Gadušová et al, 2018). The stratified approach to teacher evaluation, which is used in case of the teacher assessment methodology created within the noted project can be taken as similar or analogical to philosophy of teacher performance assessment which Darling-Hammond (2010) presents as structured teacher performance.…”