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The aim of the following study is to introduce the methods and the ways of pedagogical evaluation in harmony with the individual stages of the process of evaluation. We have divided the process of pedagogical evaluation in the following way: setting the goals, planning and organizing the pedagogical evaluation, collecting information, choosing the method, means and tools of evaluating the examined phenomenon of the pedagogical reality, evaluating and interpreting the results, deciding about the prognosis suggestion. The function of feedback in evaluation lies in the teacher's providing feedback to students on their performance, learning activities and the efforts made to perform the task. However, evaluation also fulfils an informative function, particularly in terms of providing study results to students and their parents. Evaluation in education sometimes functions to regulate student learning activities. If teachers formulate views on students, direct activities and draw attention to errors or incorrect procedures, they use the potential of the regulatory function of evaluation. In this paper, I introduce what is actually evaluated in education in terms of student performance or if their learning activities depend not only on the teacher's personal conception of the teaching itself, but also on some general concepts of education. The concept of evaluation gives a comprehensive view on the issue from the aspects of defining the process and applying the methods, means and results of evaluation. [ABSTRACT FROM AUTHOR]

The period of the pandemic was clearly stressful for almost all areas of daily life. While the area of the school education system, primary, secondary and higher education, is in the media's crosshairs almost every day, the extensive area of further education has mostly gone unnoticed. The fact is that we found ourselves in a new, specific situation that we were not prepared for. As far as it was possible, school education switched to another form (e-learning, distance learning, etc.), but this option was not always possible for material reasons. The introduction of online teaching was not only for schools and teachers, but also for students. There was a need for contact between teachers and students, access to information and additionally flexible professional support for the teacher. The aim of the contribution is to supplement the comparison of the individual waves of the pandemic from the point of view of education at the Department of Technology and Information Technologies, Faculty of Pedagogy of the Constantine the Philosopher University in Nitra. [ABSTRACT FROM AUTHOR]

The comprehensive education system in 2020 was significantly limited at all levels by the global pandemic of the coronavirus SARS-CoV-2. Universities modified the organization of teaching and transformed study into cyberspace, so teaching could continue in a distance form using e-learning, webinars, or other digital education tools. The paper focuses on the issue of university education during the first wave of the pandemic and has the character of a theoretical-empirical study. The first part presents the basic theoretical background of the researched issue from the perspective of various authorial approaches. The key is the empirical part, in which the results of research conducted among students are interpreted to find out their experiences, attitudes and preferences in the context of online teaching during the COVID-19 pandemic. The research involved 730 respondents from sixteen Slovak universities. In conclusion, the author appeals to the importance of digital and media literacy so online teaching can be considered an effective and equivalent tool to the full-time form of study. [ABSTRACT FROM AUTHOR]

The teaching style is a distinctive process by which the teacher teaches. It includes specific ways of managing pupils' learning activities, choosing teaching methods, principles, organizational forms, prioritizing and utilising certain didactic resources. This is reflected in the methodological process of the teacher, in the way of managing and organizing work on the lesson as well as in the teacher's interaction with the pupils. However, many determinants are entering the teaching process, affecting the teacher's style in a significant or less significant way. The paper presents and analyses previous knowledge and experience of teachers in the context of teaching style. It brings empirical findings on the impact of selected factors related to teachers' pedagogical and personal history and their impact on the current teaching style. [ABSTRACT FROM AUTHOR]

The research paper shows primary education teachers' opinions on the content of elementary realia subjects, more specifically of the subject Elementary Realia for the 1st and 2nd grade of primary schools, which emphasizes topics related to forest environment and environmental protection. Theoretical outcomes of the study are rooted in attempts of anchoring the content of the syllabus for this subject in standardized documents, hence in the Syllabus in the National Education Program, while highlighting the ever-changing content and formal instability of this subject. Due to these reasons, we were observing how primary education teachers perceive the content of this subject. We were evaluating what subjective characteristics teachers assign to natural science topics, that are related to forest environment and environmental protection. [ABSTRACT FROM AUTHOR]

The paper reports part of the results of a study where the teacher's level of education effectiveness in inclusive classrooms (TEIP) was examined. There were 1216 (N) pedagogical employees of various school types and levels who participated in the research in the Slovak Republic (hereinafter SR), out of which 98% were teachers and 86% women. A self-designed questionnaire which included a modified range of the standardised instrument -- TEIP was used. Respondents filled in an anonymous questionnaire administered online. The main results show that a relatively high level of effective teaching is demonstrated by teachers who work as special teachers, teachers in special primary and high schools, or work with an SEN student (assistants). Teachers with a higher career grade showed a higher attitude score in the perception of their own professional ability to cooperate. There are stimulating results in the area concerning an ongoing society-wide strategy of integrating students with special educational needs (SEN students) into mainstream education. They will be further analysed and discussed in the context of other variables, as well as student samples that were part of the broader context in this research carried out by the KEGA project. [ABSTRACT FROM AUTHOR]

The results of education process are not dependent only on methods and forms used by teachers but also on environment where students work. School culture is a topic that requires systematic attention. Different literature describes different types of school culture. The author describes them and also compares them from the point of contribution to school reality. School culture is not a problem that does not deal with other aspects, it also functions externally. School culture is very important part of school image, it consists of various aspects, e.g. pedagogical and didactical activities, organizational activities, school presentation, school routing. These basic aspects are analyzed in the relation to basic areas and also with the relation to school types.. These are the main ideas the author stresses in his paper. [ABSTRACT FROM AUTHOR]

Is it possible to categorize teachers by their approach to modern technology? Are there groups of teachers who use modern technology uncritically? These are some of the questions which the submitted paper attempts to find the answer. The necessary research data were gathered through a research questionnaire, which was distributed to primary and secondary schools' teachers, and included both closed and open questions. On the basis of the assessment of the results it can be stated that according to their answers to the questionnaire items, it is possible to divide the teaching staff into five relatively separate groups, and there is neither a group that would accept ICT tools uncritically (adore) nor another one which would radically refuse (resist) them. [ABSTRACT FROM AUTHOR]

The authors of the study are based on the idea that the basic precondition for the success of the teacher's pedagogical-didactic work is his/her motivation as well as the ability to encourage students' intrinsic motivation and keep the students continuously interested throughout the educational process. For this reason, it is important that the teacher pays due attention to motivation and constantly improves his/her knowledge in this field. Motivation is a set of motives that evoke the activity of an organism and determine its focus. It is an internal driving force behind meeting unsatisfied needs. It is said that good motivation is a guarantee of success and in relation to education that "good motivation is half the success of a teacher's work and student's learning." [ABSTRACT FROM AUTHOR]

The study focuses on the issue of aggressive behaviour of pupils towards teachers in Slovakia and the Czech Republic. Its occurrence is confirmed by the results of objective research. Aggressive behaviour of pupils towards teachers is a serious educational problem. Such behaviour seriously undermines the well-being of teachers. The satisfaction and wellbeing of teachers and other school staff is not only important for their mental health, but also for the wellbeing of their pupils. [ABSTRACT FROM AUTHOR]

This article aims to analyze, through a questionnaire, future teachers' knowledge and opinions regarding first aid, and to assess the inclusion of a mandatory first-aid course, the content of which was influenced by statistical data of the South Bohemian Emergency Medical Service and teachers' statistics (Hrušková et al., 2022). Students of the Faculty of Education (N=227) from South Bohemia (municipalities with different populations and, with regard to the gender ratio in students, mostly women) filled out questionnaires before and after a first-aid course in 2023. Through the questionnaire survey (a) significant differences were found in the mean values of knowledge of first aid in sum between all subgroups of students (p=0.05), (b) in the level of knowledge of first aid for cardiopulmonary resuscitation (CPR), traumas, and acute conditions of chronic diseases (=p0.05), and (c) in the level of knowledge of each first-aid item individually (p=0.05). In general, completing our first-aid course is essential for all our students (p=0.05), even for those who have already completed some previous first-aid course. [ABSTRACT FROM AUTHOR]

Currently, there are many problems of an ethical nature, so it is necessary to look for possible solutions. One of them is the code of ethics, which forces people to reflect on their mission and the duties they have towards the environment that surrounds them. The code of ethics of a Catholic school teacher is specific in comparison with other professional codes, because in the behavior and actions of a Christian teacher, everyone should see an evangelical person. [ABSTRACT FROM AUTHOR]

The study deals with the competences and real possibilities of primary and secondary school teachers in the implementation of prevention of problem and risky behaviour of pupils. It also looks at the current state of problem and risky behaviour among primary and secondary school pupils. Effective school prevention, in which the teacher plays an important role, contributes significantly to the creation of a safe school environment. [ABSTRACT FROM AUTHOR]

This article aimed to analyse, through a questionnaire, teachers' knowledge and opinions regarding basic first aid. Teachers (N=382) from South Bohemia (municipalities with different populations and, with regard to the gender ratio in staff, mostly women) filled out questionnaires between 2017 and 2020. They also mentioned changes in pupils' health conditions, and these data were compared with anonymized statistical data of the Emergency Medical Service in the same region of the Czech Republic (6% of the Czech Republic's population, data from August 2018 to June 2019). One third to half of all teachers stated that some health crisis required first aid at school and/or outside school. Teachers caring for older children and adolescents report a lower incidence of cases than pre-primary teachers. Through the questionnaire survey we found (a) significant differences in the mean values of knowledge of first aid in total between all subgroups of teachers =(0p.05) and (b) in the level of knowledge of first aid for traumas and acute conditions of chronic diseases (p=0.05; in favour of the non-traumatic acute conditions). But overall, the level of knowledge was insufficient (mean values between 69 % in pre-primary and 84 % in elementary-school teachers in a standard first-aid test). Results show the importance of the inclusion of first aid in the training of teachers in pre-primary, primary, and lower and higher secondary schools. A majority of teachers feel it would be appropriate to provide training in first aid in both traumatic and non-traumatic acute conditions once every two years, predominantly using simulations. [ABSTRACT FROM AUTHOR]

Education in Czech Republic has recently undergone considerable changes. Emphasis is placed on the development of individuality, personality qualities, and competencies of pupils and students. Creativity has become an essential quality of modern man and it is proclaimed across many areas of human activity, being defined in various ways depending on the application of creative aspects. The area which we deal with in more detail in the article is creativity in technical education. In the context of current events in the field of educational policy in the Czech Republic, we present partial results of a research probe of a qualitative nature focused on identifying key elements of educational strategies of primary school teachers in the implementation of creative technical activities at primary school. [ABSTRACT FROM AUTHOR]

The article identifies and substantiates the pedagogical conditions that have effective impact on the success of the process of developing economic colleges' teaching staff legal competence. It was highlighted that appropriate measures should be taken in order to ensure the necessary conditions for successful educational process aimed at developing pedagogues' personal and creative potential, encouraging them to continuous professional development and self-improvement. Therefore, to form the necessary level of legal competence the most effective pedagogical conditions have been identified based on the pedagogical researches as well as on the results of authors' own scientific and educational activities. These pedagogical conditions were the subject to expert evaluation. The results of ranking of pedagogical conditions by experts according to their impact on organizing educational activities were analyzed taking into account the consistency of experts' opinions by calculating the concordance coefficient proposed by M. Kendell and B. Smith. According to the ranking results, the hierarchy of pedagogical conditions of developing legal competence of economic colleges' teaching staff was created and the ways of implementing them into educational practice were grounded. [ABSTRACT FROM AUTHOR]

The common problem of the many countries that's identified by many policy makers, educators, economists and other professionals is the problem of high level of youth unemployment rate. Properly prepared workforce for the European economy are current challenges for the teacher and training community. The need to update vocational education teaching (further VET) - teachers' qualifications and competences is very urgent in the all countries of EU. This study deals with teacher preparation in Slovakia and concisely describes selected results of questionnaire survey on vocational education teacher competences. The study provides an introduction to the theme of teacher competence improvement through small survey conducted at Slovak university of Agriculture in Nitra and suggests some challenges for solution in VET teachers preparation. There is a need of innovative practical approach to stimulating and develop key competences among students in VET institutions. This need is also connected with the quality of VET teachers and the professional teacher competences development in teachers' preparation and in their further education. [ABSTRACT FROM AUTHOR]

The effectiveness of second chance education (SCE) analysis during the first wave of the COVID-19 pandemic in Slovakia was carried out by the research indicators: 1) organisation, 2) technology, 3) communication, 4) attitudes - emotions - assessment; on two levels of interaction: 1) teacher - student, 2) teacher - teacher (school), using an online questionnaire (135 participants - teachers), in location: 1) developed districts (DD), 2) underdeveloped districts (UDD). The effectiveness of education was significantly higher at schools in DD in comparison to UDD. [ABSTRACT FROM AUTHOR]

Legitimating of the tutoring outcome is different in several countries. Results of crude tutoring, in Slovak Republic is recognized with successful ending of the secondary school studies, high-school graduation, final exam, graduate exam and state examination. On European level there are no existing rules and regulation. Schools must to keep tempo with rapid improvement of technology, appraisal of social changes. They must to receive new form of teaching based on the results of appraisals about, how people learn, about effective usage of technology and skilfulness for 21st century. In the most countries of the world, its trend to create expectations for result of the schools work, we can say standards, which could be regularly controlled. From the most of products it’s required to answer for predetermined standards, and these standards or norms are strictly controlled. In schools they don’t do it. Nobody guaranteed, that the student of that school in which he learn the knowledge, skills, etc. [ABSTRACT FROM AUTHOR]

This article explores the incorporation of visual literacy into foreign language learning and teaching. Considering current trends and the influence of multimedia on society, it is more than evident that the development of visual literacy is crucial for our learners (future 21st century citizens), taking into consideration the escalation of tension between the systematic flow of visual information and the insufficient institutional mediation and support of visual competence. We suggest that the facilitation and development of visual competence in formative subjects and foreign language teaching enables pedagogues to use different visualizations and explore their potential to become an active and creative tool in teaching. [ABSTRACT FROM AUTHOR]

The presented study deals with the issue of cursive handwriting, which in Slovakia has not only a long tradition, but also cultural and historical value from the perspective of sample of primary education teachers. The theoretical part focuses on the cultural heritage and its forms, but also on the retrospective development of writing and the current form of self-regulation teaching writing in primary education. The research part of the study primarily focuses on identifying and analyzing the views of primary education teachers on the merits of cursive handwriting of primary school pupils. Based on the realized interviews we managed to interpret categories related to cursive, where not only the pedagogical (professional) side of the issue is declared, but also categories related to attitudes and values, which together create a comprehensive view to retain traditions of cursive handwriting in environment of primary education in Slovakia as a part of the possible cultural heritage of our country. [ABSTRACT FROM AUTHOR]

The corona pandemics forced the schools worldwide to move to distance forms of education. On an example of a particular school, namely a private language school seated in Nitra region (SK), the authors describe technical conditions of the transformation from offline education to online education and deal with feasibility of different kinds of exercises, used in foreign language teaching, in online education. The feasibility study is complemented by methodological comments derived from the experiences which the teachers of the school obtained while teaching under the pandemic conditions. [ABSTRACT FROM AUTHOR]

The cooperation between family and school is an important activity that helps to create the relationship of parents to teachers and school. The preparation for this area of the teaching profession represents an inseparable element of the pregraduate preparation of future teachers. The article presents the research aimed at the examination of the self-efficacy of students – future teachers in their cooperation with pupils` families. The research also focuses on the evaluation of their competences and assumptions for this cooperation with families. We processed the research results through chosen statistical methods, and we found out that there are statistically significant differences in the self-efficacy of students – future teachers for the primary and secondary level of education in the area of cooperation with pupils`s families. [ABSTRACT FROM AUTHOR]

Action research has the potential to promote reflective teaching practice and to form educational change. Only a few studies have examined how students perceive the preparation to do research during their future careers. The aim of the present qualitative study was to explore the perspective of students – future teachers of themselves as researchers. Two focus groups with 29 students were conducted. Data analysis revealed how they perceive the methodology courses, how they experience the process of their own research and how they construct this aspect of teacher professional identity. The findings are discussed in the context of current research, limitations of the study are mentioned, and suggestions for future research are proposed. [ABSTRACT FROM AUTHOR]

The contribution deals with the issue of devaluation behaviour of pupils towards teachers. It maps the factors stimulating the onset of bullying teachers by pupils, manifestations of bullying and of aggressive behaviour and it introduces individual selected researches that were implemented within the field of bullying, aggression, undesirable behaviour of pupils towards teachers. [ABSTRACT FROM AUTHOR]