Abstract:

The paper describes the quality of teaching competence of university teachers by means of teacher self-reflection. In the Czech legislative educational environment each of the academic staff must have the professional competence (certificated by a university degree for the given field of study) but they need not have so called pedagogical education (unlike teachers of primary and secondary schools). In this context, two aspects are then the reference framework for self-reflection:
(a) pedagogical education,
(b) knowledge of the principles of university pedagogy (teaching).

The obtained results refer to so called procedural efficiency of evaluation of a particular educational institution. The target group consists of academicians of a particular university whose sample is obtained randomly for the past six academic years. The self-reflection is recorded in a questionnaire survey reflecting two survey questions with categorical scale of responses. The empirical data are processed on the basis of descriptive statistics. The aim of the empirical survey is to describe the quality of teaching competence expressed by acquired or not acquired pedagogical education and by knowledge or unfamiliarity with the principles of university pedagogy (teaching).

Keywords:

Evaluation, teaching competence, university environment, pedagogical education, principles of university pedagogy, survey.