Curricula Design of Teacher Training in the Area of Didactic Technological Competences

Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 716)


The authors in their contribution present conceptual and methodological background of a research aimed at improving pre-graduate teacher training in the area of didactic technological competences. The main goal of the prepared research is to modernize and optimize relevant parts of study programs of teacher trainees at Slovak higher education institutions, i.e. to optimize inclusion of the relevant subjects into the study programs as to both their content and time allocation. Following this goal, in the first phase of the research there has been prepared a questionnaire survey of the current state and perspectives of the continuing professional development of primary and secondary school teachers contributing to their didactic technological competences improvement and development. In the paper there are summarized main results of the pilot test of the created questionnaire, the purpose of which was to verify the questionnaire reliability. The data gathered in the pilot test were processed and the reliability of the created questionnaire was approved by means of reliability/item analysis. The total reliability of the questionnaire was calculated through the Cronbach alpha coefficient. The obtained results show a high level of the internal consistency of the created research tool and ensure a reliability of the broader research data collection which will follow.


Teacher training Teacher professional profile Didactic technological competences 



This work has been supported by the Cultural and Educational Grant Agency of the Ministry of Education, Science, Research and Sport of the Slovak Republic under the project No. KEGA 041UK-4/2017 and by the Slovak Research and Development Agency under the contract No. APVV-14-0446.


  1. 1.
    Viteckova, M., Prochazka, M., Gadusova, Z., Stranovska, E.: Identifying novice teacher’s needs – the basis for novices’ targeted support. In: 9th International Conference of Education, Research and Innovation (ICERI–2016), 14–16 November 2016, Seville, Spain, pp. 7731–7738. IATED AcademyGoogle Scholar
  2. 2.
    Gadusova, Z., Hockickova, B., Lomnicky, I., Predanocyova, L., Zilova, R.: Evaluation of teachers’ competences. In: 10th International Technology, Education and Development Conference (INTED–2016), 7–9 March 2016, Valencia, Spain, pp. 6957–6965. IATED AcademyGoogle Scholar
  3. 3.
    Jonášková, G., Harťanská, J., Jakubovská, V., Predanocyová, Ľ.: Teachers’ positive and negative opinions on evaluation of their professional competences. In: 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts (SGEM–2016), 22–31 August 2016, Albena, BulgariaGoogle Scholar
  4. 4.
    Müglová, D., Malá, E.: The positives and the negatives of teachers’ evaluation from the point of view of evaluators and the evaluated. Slavon. Pedag. Stud. J. 6(1), 22–36 (2017). CrossRefGoogle Scholar
  5. 5.
    Brečka, P., Valentová, M.: Model of the students’ key competences development through interactive whiteboard in the subject of technology. Inf. Educ. 16(1), 25–37 (2017). Google Scholar
  6. 6.
    Klement, M., Dostál, J., Kubrický, J., Bártek, K.: ICT nástroje a učitelé: adorace, či rezistence? p. 321. Univerzita Palackého, Olomouc (2017). ISBN 978-80-244-5092-6
  7. 7.
    Nagyová, A.: The role of classroom management in conditions of lower secondary level of education in primary schools in the Slovak Republic. In: Strategica International Conference – Opportunities and Risks in the Contemporary Business Environment, 20–21 October 2016, Bucharest, Romania, pp. 509–518. SNSPA, Faculty of ManagementGoogle Scholar
  8. 8.
    Záhorec, J., Hašková, A., Munk, M.: Development of informatics competencies of non-informatics study programme students at the ISCED 5 level. In: 10th International Scientific Conference Distance Learning in Applied Informatics (DiVAI–2014), 5–7 May 2014, Štúrovo, Slovakia. pp. 537–547. Wolters KluwerGoogle Scholar
  9. 9.
    Aleandri, G., Refrigeri, L.: Lifelong education and training of teacher and development of human capital. In: Global Conference on Linguistics and Foreign Language Teaching (LINELT–2014), vol. 136, pp. 1–564. Elsevier, Procedia – Social and Behavioral Sciences, 9 July 2014. Ulvydienė, L., Rahimi, A. (eds.)Google Scholar
  10. 10.
    Petrasová, A.: Analýza vzdelávacích potrieb pedagogických a odborných zamestnancov základných škôl.Vzdelávaním pedagogických zamestnancov k inklúzii marginalizovaných rómskych komunít. MPC, Bratislava (2012). ISBN 978-80-8052-477-7Google Scholar
  11. 11.
    Bagalová, Ľ.: Pedagogické inovácie na Slovensku z pohľadu učiteľov a riaditeľov ZŠ. Priblíženie výsledkov výskumu. Štátny pedagogický ústav, Bratislava (2011)Google Scholar
  12. 12.
    Munk, M.: Počítačová analýza dát. UKF, Nitra (2011). p. 361Google Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Department of Didactics of Natural Sciences in Primary Education, Faculty of EducationComenius University in BratislavaBratislavaSlovak Republic
  2. 2.Department of Technology and Information Technologies, Faculty of EducationConstantine the Philosopher University in NitraNitraSlovak Republic
  3. 3.Department of Informatics, Faculty of Natural SciencesConstantine the Philosopher University in NitraNitraSlovak Republic

Personalised recommendations