RURAL ENVIRONMENT. EDUCATION. PERSONALITY. Vol.14. ISSN 2661-5207 Jelgava, 7-8 May 2021 320 DOI: 10.22616/REEP.2021.14.035 Self-reflection of University Teachers at the Czech University of Life Sciences Prague Katerina Tomsikova 1 Ing.; Karel Tomsik 2 Ing., Ph.D. Lucie Smékalová 3 Ph Dr., Ph.D et Ph.D.; Karel Nemejc 4 Ing., Ph.D. Czech University of Life Sciences Prague, Institute of Education and Communication 1,3,4 Czech University of Life Sciences Prague, Faculty of Economics and Management 2 , Czech Republic tomsikova@ivp.czu.cz 1 ; tomsik@pef.czu.cz ,2 ; smekaloval@ivp.czu.cz 3 ; nemejc@ivp.czu.cz 4 Abstract: The aim of the paper is to evaluate teachers´ competences and their self-reflection in the teaching process. The topicality of the research presented in the paper is given by the fact that teachers at university level must prove excellent competences regardless external factors which affect the teaching process any time. Competence is the key qualified and professional job performance in any sector. The paper focuses on the competences of university teachers which they acquire and develop throughout their career. Attention is given to professionally and personality cultivating competences, part of which is also self-reflection. Self-reflection refers to a person’s ability of introspection and willingness to learn more about own abilities and skills. This will lead to a better ability to identify changes that may be required. The methodology consists in a research based on a questionnaire survey and statistical evaluation of gathered information. The paper gives an outline of the evaluation process at the Czech University of Life Sciences Prague (CZU), during which opinions of students and teachers about instruction were analysed, together with the fulfilment of selected university competences. The main body of the paper is dedicated to the statistical processing of selected data from the evaluation survey conducted by using the SPSS programme. The results indicate that there are significant deviations of teachers´ self-evaluation from the students´ opinion. The Institute of Education and Communication is going to offer courses in advanced competence development using techniques of self-reflection. This has a potential to enhance effectiveness of the teaching process at university level. Keywords: education, competences, self-reflection, evaluation survey at CZU. Introduction In line with the 2016–2020 Strategic Plan of the European Association for Quality Assurance in Higher Education (Standards and Guidelines…, 2020), the E4 group (the European Association for Quality Assurance in Higher Education, the European University Association, the European Association of Institutions in Higher Education and the European Students’ Union) published a statement on the use of standards and guidelines for quality assurance in the European Education Area (ESG) in the evolving higher-education environment (The ESG in…, 2020). The E4 group highlights that appropriate and flexible use and interpretation of ESG is essential to be able to respond to the evolving higher education environment and support innovation and diversity of higher education and assure its quality. The key term in the field of education and research activity is competence. Competence refers to an excellent skill or ability. Competence encompasses a complex of knowledge, skills, attitudes and experiences which are target categories for educators under the evolving conditions of the higher education environment. Competence is not limited to cognitive elements (involving the use of theory, concepts or tacit knowledge); it also encompasses functional aspects (including technical skills) as well as interpersonal attributes (e.g., social or organisational skills) and ethical values (Terminology of European…, 2014, 48). Competences should form a base for a professional standard, which should stimulate key competences for entry into the profession, i.e., competences that are indispensable for a qualified standard performance. A professional standard will meet its purpose provided it is rigorously linked to teacher evaluation and included in the professionalization system for teachers. This should be supported also by universities. This is concluded also by research T. Leibur, K. Saks, I.A. Chounta (2020), or J. Djermanov, N. Grbović and N. Tančić (2020). A professional standard forms a normative base of the complex of professional competences. Competences are created during a person’s career path through both experience and education. On the other hand, a professional standard stipulates basic criteria for quality assessment. Formulation of