self-assessment

Self-Assessment Ability of Pre-Service Teachers

Author: Manja Podgoršek
Author: Alenka Lipovec
Year of publication: 2017
Source: Show
Pages: 213-223
DOI Address: https://doi.org/10.15804/tner.2017.48.2.17
PDF: tner/201702/tner20170217.pdf

Knowing one’s own level of knowledge is an important characteristic of an individual. It enables individuals to objectively evaluate their abilities and properly adapt to their advantages and disadvantages. In this paper, we present the results of the empirical research, where pre-service teacher students had to perform self-assessment after their seminars and mathematics classroom performance. We compared their self-assessments to their teachers’ assess- ments. Results show that the students’ self-assessments on average deviate from their teachers’ assessments. We also noticed that the Dunning-Kruger effect is present both for seminars and mathematics classroom performance. The students that received low assessment scores from their teacher provided too high self-assessment scores.

Academic Teachers’ Self-Evaluation of English Language Competences and Teaching Methodology

Author: Beata Pituła
Institution: Silesian University of Technology
Author: Grzegorz Wlaźlak
Institution: Silesian University of Technology
Year of publication: 2020
Source: Show
Pages: 35-46
DOI Address: https://doi.org/10.15804/tner.20.59.1.03
PDF: tner/202001/tner5903.pdf

The article presents research on the linguistic and didactic competences of academic teachers in a technical university as part of an EU project to improve the effectiveness of education of academic teachers. It indicates the relation between language and methodological competences in teaching content classes in English. Participants who rated their teaching competences more highly also rated their language competences more highly. Based on these findings, the authors make suggestions concerning the preparation of stafffor the university.

Motywacja osiągnięć zawodowych nauczycieli edukacji wczesnoszkolnej a ich samoocena

Author: Katarzyna Nowosad
Institution: Uniwersytet Marii Curie-Skłodowskiej w Lublinie, Polska
ORCID: https://orcid.org/0000-0002-6841-9890
Year of publication: 2023
Source: Show
Pages: 149-170
DOI Address: https://doi.org/10.15804/kie.2023.01.10
PDF: kie/139/kie13910.pdf

Motivation of professional achievements of early childhood education teachers and their self-esteem

The education of the youngest students requires from teachers not only professional competences but also specific personality traits and motivation that goes beyond common standards, which is a striving to compete with the standards of excellence and adequate self-assessment in terms of their ability to act effectively. Taking into account the importance of this issue, the aim of the undertaken research was to determine the relationship between the motivation of professional achievements of early childhood education teachers and their self-esteem, and to verify the working hypothesis assuming a significant relationship between these variables. The obtained results confirmed the adopted hypothetical assumptions, providing interesting conclusions.

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