The evaluation of 6th Teacher Competence and its implementation - in the light of a research

Abstract

Professional expectations set for teachers are described as Teacher Competences. The 6th competence addresses requirements of pedagogical assessment and evaluation. As Teacher Competences have been guiding educators since 2013, for a decade now, it is necessary to monitor their implementation. Our aim is to explore the realization of the indicators of the 6th Competence. Mainly teachers and teacher trainees at Calvinist institutions were accessed (N=257) by a nonrepresentative online survey. The collected data was analysed by statistical methods (mean, standard deviation, ANOVA, correlation). Results revealed that the 6th Competence was not considered to be among the most important ones. All 10 indicators of the 6th Competence are implemented with high quality (on average 4,52 on a scale of 1-6), and these means differ significantly in several cases from each other. The most difficult to accomplish was shown to be the Adaptive use of Curriculum (6.1.) and the Professional analysis and further use of evaluation (6.6.), while the Clear, objective, regular feedback to students (6.8.) was said to be the easiest to implement. There were significant differences between the groups based on background variables. For example, both kindergarten and elementary teachers scored significantly higher than secondary school teachers regarding indicator 6.5. (Giving personal feedback). Data from teachers in Budapest suggests more distant teacher-student relations, regardless of their position. There are mild and strong correlations between the indicators. Indicators 6.2. and 6.3. showed the strongest connection (k=1, p<0,01). Both indicators highlight „diversity”.