| Abstrakt: |
One of serious problems of the 21st century characteristic for our society is global spiritual crisis in the contrast to exaggerated focus on its technological progress. At present, humanistic dimension of man is being disappeared; bigger emphasis is put on technical progress rather than on moral values and moral development of humankind. In this regard, the need of educating man becomes a crucial imperative for our society. It needs humans, who would not only have deep knowledge from various fields of science but who would learn how to interconnect it with cognition and acquisition of the values that help social ways of life, lead to harmonious cohabitation of individuals in communities. One of the most important and influential agents for meeting the needs of society is undoubtedly teacher, his or her role, his or her personality and competences he or she is authorized. The research team of the project APVV called „Evaluation of Teacher's Competencies" that is being carried out at the Faculty of Arts, Constatine the Philosopher University in Nitra, Slovakia, is based on current social needs of in-service teacher training improvement and needs of continuing education. The project is focused on finding the real state of teacher's professional competences enabling a subsequent design of a set of adequate reliable criteria for their diagnosing as well as a design of evaluation instruments. The project is aimed at humanistic principles of evaluation, at designing of professional, personal, and socio-communicative competences, it is aimed at designing creative mechanism of evaluation of teacher's competences the part of which would be stimulating elements for creative self-reflection and professional teacher's performance. The objective of the paper is to point out the timeliness of the researched topic and present several fundamental findings from the first phase of the carried research. In order to map the present situation in the field of evaluation of teacher's competences, the researchers used two structural questionnaires, one for head teachers and one for teachers from basic and secondary schools in Slovakia, as the main research instruments. The paper intentionally presents, analyses and discusses the findings based solely on opinions of the research samples of 670 teachers in Slovakia, who except of other aspects expressed positive and negative opinions on this sensitive an insufficiently worked out field of evaluation of teacher's professional competences by their head teachers. It is this view at positives and negatives the evaluating process brings along with that creates the main topic of the paper. [ABSTRACT FROM AUTHOR] |
