Abstract:

Introduction:
The level, course and outcomes of the teaching process are substantially influenced by the teacher´s personality and pedagogical tact, which is an important part of professional ethics code. Teacher´s pedagogically tactful behaviour towards students is positively reflected in educational outcomes, creates an optimal atmosphere for mental work, motivates and thus brings positive effect.
The teachers behaviour in the pedagogical process varies. The source of this variability is a reflection of individual differences with respect to the basic psychological factors (knowledge, needs, interpersonal relations). This diversity has limits which are also valid for the teacher´s behaviour towards the students.

Methodology:
In order to map the current situation in the application of ethical principles and pedagogical tact we realized in acad. year 2016/2017 a pedagogical survey (131 respondents), in which students of the 1st year of Faculty of Medicine Comenius University in Bratislava evaluated the level of ethical principles and pedagogical tactful and tactless behaviour during teaching process and the quality of mutual communication teacher – student. Respondents rated their attitudes on the scale from 0 (negative) to 10 (positive).

Results:
Respondents answered on the next questions:
1. Express your opinion on the level of application of ethical principles in the relationship teacher-student/student-teacher at the university.
Average score of evaluation: 5.59 (neutral) / 7.73 (slightly positive), respectively.
2. Evaluate the level of pedagogical tactful and tactless behaviour of teacher at the university (practical teaching/lectures).
Average score of evaluation: 7.83 (slightly positive)/7.15 (slightly positive), respectively.
3. Evaluate the quality of teacher-student communication at the university.
Average score of evaluation: 7.33 (slightly positive).

Conclusions:
Obtained results showed that student´s evaluate both application of pedagogical tactful and tactless behaviour of teacher at the practical training and lectures and quality of teacher-student communication as slightly positive. Level of application of ethical principles in the relationship student-teacher were evaluated as slightly positive, in contrary teacher-student as neutral. Here we see an opportunity for improvement that could contribute to the higher quality of relationship teacher-student and subsequently to the positive influence on the learning outcomes.

Acknowledgement:
Contribution was supported by GP KEGA Ministry of Education, Science, Research and Sport of the Slovak Republic № 003UK–4/2016 and 026UK-4/2017.

Keywords:

Ethical principles in education, pedagogical tact, communication teacher-student.