Hodnotenie má výrazný vplyv na osobnosť žiaka, na proces jeho učenia sa a v konečnom dôsledku i na vytváranie jeho vzťahu k obsahu vyučovacieho predmetu. Národná správa PISA 2015 (NÚCEM, 2017) poukazuje na pokles výkonu žiakov v prírodovednej gramotnosti, pričom najväčšou rizikovou skupinou žiakov sú práve žiaci základných škôl a stredných odborných škôl bez maturity. Pred pedagógmi tak stojí otázka, ako tento stav pozitívne ovplyvniť. Jednou z možností sa javí, na základe mnohých výskumov, formatívne hodnotenie, ktoré má kvalitatívny charakter. Autorky príspevku sa zamerali na zistenie aktuálneho stavu využívania nástrojov hodnotenia vo vyučovaní prírodovedných predmetov. Ako metódu kvantitatívneho výskumu využili dotazník. Príspevok prezentuje čiastkové výsledky výskumu, ktoré poukazujú na značnú prevahu využívania nástrojov sumatívneho hodnotenia nad nástrojmi formatívneho hodnotenia. Respondentmi boli učitelia prírodovedných predmetov základných a stredných škôl na Slovensku.

This study aims to analyse selected variables which influence the self-perceived efficacy in mentor teachers with regard to mentoring student teachers on placement. The Mentor Efficacy Scale (Riggs, 2000) was used as the measuring instrument. Some items were removed, while others were modified for the purpose of specifically researching mentor teachers. Subsequently, exploratory factor analysis was performed (principal component analysis, promax rotation). Based on the result, the final version of the instrument explored two dimensions (general and personal efficacy). Cronbach’s alpha confirmed the optimal internal consistency of both the dimensions and the instrument itself. The research group consisted of 128 respondents cooperating with the Faculty of Arts at Pavol Jozef Šafárik University in Košice. The majority of them comprised respondents with 26 – 30 and 31 and more years of teaching practice, 6 – 10 and 11 – 15 years of mentoring practice. A statistically significant difference was identified in the general efficacy of mentor teachers in terms of the completion of training focused on the development of mentoring skills. Another statistically significant difference was identified in the personal efficacy of mentor teachers in terms of the specific type of practice they are mentoring. Other independent variables such as gender, school type, length of the teaching practice, length of the mentoring practice, teaching qualifications, and position of an official mentor for entry-level colleagues, did not make a statistically significant difference in the perceived general and personal efficacy in mentor teachers. Our findings probably indicate that further education focused on mentoring boosts mentor teachers’ cooperating with Pavol Jozef Šafárik University in Košice trust in the benefits of mentoring. Their engagement in the student training boosts their conviction that the students of teaching should receive career development support.  

DEVELOPMENT POSSIBILITIES OF REFLECTIVE SKILLS IN TEACHER EDUCATION STUDENTS The study focuses on the potential for developing reflective competencies in future teachers through simulation strategies. Reflective competencies are crucial for the professional growth of teachers, as they enable them to critically assess their own teaching practices and adapt them to the dynamic needs of students. The research involved 68 student teachers, who were evaluated by 102 mentor teachers before and after the application of simulation strategies (video reflection, reflective discussion, selfreflection). The Wilcoxon Signed-Rank Test was used to compare the levels of reflective competencies before and after the intervention. The results showed that the p-value was significantly lower than the threshold of 0.05, indicating a statistically significant difference between the pretest and posttest. The findings suggest that simulation strategies had a positive impact on the development of students' reflective competencies. The average ratings increased significantly after the intervention, confirming the effectiveness of simulation strategies as an educational tool. Based on these results, it is recommended to implement simulation strategies in teacher education programs to enhance the preparation of future teachers for their professional practice.

Information about the paper titled "PROFESSIONAL REFLECTION TYPES OF HIGH SCHOOL TEACHERS AS PREDICTORS OF BURNOUT" at IATED Digital Library

Information about the paper titled "RELATIONSHIP BETWEEN THE IMPLEMENTATION OF PROFESSIONAL REFLECTION FREQUENCY AND THE DIFFICULTY OF APPLYING THE DIAGNOSTIC COMPETENCE OF MENTOR TEACHERS" at IATED Digital Library

The foundation for the successful work of pre-service teachers in the education of students lies in their professional and pedagogical knowledge and skills, reinforced by self-confidence in applying them when addressing more demanding situations in classrooms. This study aimed to examine the perceived efficacy of pre-service teachers. The research was conducted on a sample of 141 pre-service teachers from Pavol Jozef Šafárik University in Košice. Exploratory factor analysis was employed to validate the research instrument (the shortened, revalidated version of the Ohio State Teacher Efficacy Scale), indicating the existence of three factors (perceived efficacy in adapting teaching to students, managing the classroom, and providing students with learning challenges), as the original model tested by confirmatory factor analysis did not sufficiently fit the data obtained from respondents. The research assessed factors influencing the self-efficacy of pre-service teachers. These factors included gender, field of study, motivation for choosing teacher education, types of teaching practice completed, and courses/subjects related to inclusive education. Significant differences were observed in adapting teaching to students in terms of motivation for teaching, and in adapting teaching and providing students with learning challenges in terms of completed teaching practice. The results in the context of a specifically focused study suggest that, to strengthen these components of pre-service teachers’ self-efficacy, it would be beneficial for university instructors to understand pre-service teachers’ motivation to pursue a teaching career, support the development of their professional identity, and foster more reflective teaching practice through mentors in schools. Keywords: exploratory factor analysis, pre-service teachers’ self-efficacy, pre-service teacher training, university education