TEACHERS MOTIVATION TOWARDS ASSESSMENT OF THEIR PROFESSIONAL COMPETENCES
Journal Title: Problems of Education in the 21st Century - Year 2018, Vol 76, Issue 4
Abstract
A relevant feld of research in teacher’s professional competence assessment is taking the factor of motivation into account, as this enables teachers to differentiate between, i. e. to be aware of the signifcance of the individual professional competences and their development through their assessment. This research supports the understanding of how important motivation is in the process of the (continual) development of a teacher’s professional competence, taking his/her perception of the importance of competences in the educational process into account. The emphasis of the current research lays on the perception of the assessment by the selected number of primary and secondary school teachers. The following is the range of teacher's motivation perception: 1) motivating, 2) discouraging, 3) unnecessary, and 4) unfair in the process of life-long development of their professional competences. The research aim is to fnd out the differences in the individual motivational degrees in mutual assessment (motivating, discouraging, unnecessary, unfair, and other) relating to professional competences and fnd out the differences between the perception of the importance of the respective professional competences in the motivational category. Seven hundred thirty respondents - primary and secondary school teachers from Slovakia – participated in the research. The results showed the difference between the perception of the importance of professional competences among teachers who consider assessment to be motivating, discouraging, unnecessary, or unfair concept. Motivation towards assessment supports student-oriented competences, educational process and self-development of the teacher.
Authors and Affiliations
Eva Stranovská, Mária Lalinská, Ivana Boboňová
Keywords
Related Articles
- EP ID EP35549
- DOI -
- Views 310
- Downloads 0
RUSSIAN LANGUAGE NEEDS AMONG UNIVERSITY STUDENTS IN MALAYSIA
In the context of higher education foreign language courses are viewed as skills-oriented subjects that aim to enable students to communicate in a foreign language. The main four language skills to be developed are list...
EDUCATIONAL CYBERNETICS OR DIDACTICS APPROACH TO “ECONOMY” OF HUMAN THINKING
The paper describes starting point of so called ”Educational Informatics“ as one of the Educational Cybernetics approaches, and example of research results of theory called as „human thinking economy“ application in the...
VIsIOnAry EDUCATIOnAl COnCEpTs fOr GlObAl ChAllEnGEs: GlObAl AnD pEACE EDUCATIOn
The scientifc problem of this research points to the fact that a paradigm change in the meaning of educational conceptions and philosophies can be noticed because of intense globalization processes. The analysis demonst...
PHILOSOPHY OF MIND AND COGNITIVE MODELLING IN EDUCATION
One of the main reasons there is so much junk in education is that there are so few people who know enough about education and about the sciences that support education, i.e. philosophy, cognitive and neuroscience to put...
MEASURING EFFECT OF CULTURALLY RESPONSIVE LEARNING ENVIRONMENT FOR COMPUTING EDUCATION IN AFRICAN CONTEXT
A relevant research area in computing education is to explore aspects that motivate and promote learning in culturally responsive learning environments. This research contributes towards understanding how indigenous kn...