BOBÁKOVÁ, Hanne-Lore and Janusz KARPETA. TEACHERS' COMPETENCES AND THEIR IMPACT ON THE EVALUATION OF TEACHING. International Journal of Research in E-Learning. vol. 2, Vol.2 (2), p. 51-61, 10 pp. ISSN 2543-6155. 2017.
Other formats:   BibTeX LaTeX RIS
Basic information
Authors BOBÁKOVÁ, Hanne-Lore (203 Czech Republic, belonging to the institution) and Janusz KARPETA (203 Czech Republic, belonging to the institution).
Edition International Journal of Research in E-Learning, 2017, 2543-6155.
Other information
Original language English
Type of outcome Article in a journal
Field of Study 60201 General language studies
Country of publisher Poland
Confidentiality degree is not subject to a state or trade secret
RIV identification code RIV/47813059:19520/17:00010877
Organization unit School of Business Administration in Karvina
Keywords in English competences; teacher; assessment of teaching; eLearning; full-time study; teaching of foreign languages
Changed by Changed by: RNDr. Daniel Jakubík, učo 139797. Changed: 7/2/2020 10:57.
This paper deals with the research of the competence assessment of English teachers at the School of Business Administration in Karvina. The introduction outlines the issue of competences as a result of political, social and economic changes affecting education in the 21st century. Education is given to deeper relations in particular with regard to the growing meritocratic aspect. The next part of the paper provides a selection in the list of the most important outcomes of a conceptual nature of key competences and these are followed by the terminology scope of teachers' competences. The aim of the research is the analysis of data focused on teachers' competences affecting the assessment of the quality of teaching foreign languages. Competences examined were the readiness of teachers to teaching and clarity of the interpretation, erudition, communicability and suitability of transmitting information, and the flexibility of the individual approach to students and their inspiration. The research was tasked to document a difference in the evaluation of these partial competences in full and in the form of the eLearning study.
PrintDisplayed: 19/4/2024 06:47