Lifelong Learn. 2017, 7, 54-73

https://doi.org/10.11118/lifele2017070154

Self-assessment and Assessment of Professional Competencies of Trainee Teachers During the Block Teaching Practice

Jitka Novotová, Magda Nišponská

Technická univerzita v Liberci, Fakulta přírodovědně-humanitní a pedagogická, Katedra pedagogiky a psychologie, Univerzitní náměstí 1410/1, 461 17 Liberec, Czech Republic

Received August 19, 2016
Accepted March 7, 2017

The empirical study presents a question of how to assess professional training of trainee teachers and introduces the approach based on competency model. Based on the modification of the Teacher competencies framework (Rámec profesních kvalit učitele, Tomková et al., 2012) used in the lifelong training of the teachers an evaluation tool was created that contained 5 multi-dimensional competencies elaborated into 34 sub-items. This tool was used in the research of self-assessment of the development of professional competencies of trainee teachers and their assessment by supervising teachers during the block teaching practice. The research sample consisted of 74 students of lower secondary and secondary school teaching programmes and also 74 supervising teachers were involved. The results revealed that the assessment of the students by the supervising teachers is significantly more positive compared to the self-assessment of the students. Further, it was found out that the best and the worst evaluated sub-competencies by the students and teachers correspond. The best evaluated were competencies related to reflexion and creation of teaching environment, the worst evaluated were competencies related to the evaluation of the pupils’ work. Authors discuss what do these results imply for the frame of undergraduate teacher training and they indicate possibilities how to comprehensively implement the evaluation tool and competency model in the teacher training.