Tanárképző Központ dokumentumai
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Browsing Tanárképző Központ dokumentumai by Author "Pesti Csilla"
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- ItemOpen AccessAnalysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary(2017) Pesti Csilla; Rapos Nóra; Nagy Krisztina; Bohán MariannIn the past decade, teacher education has changed twice in Hungary, and the following question arises in this context: what dierent patterns can be observed in the teacher education institutions’ pedagogical and psychological modules regarding the learning outcome-based trai-ning programme development? To this end, a comparative document analysis has been conducted on the training program documents provided by 7 Hungarian universities. The results have reve-aled a strong internal coherence only between the goals and the contents of the courses in their descriptions; therefore, besides the professional discourse, it would be important that the learning outcomes are not only formally indicated in these documents.
- ItemOpen AccessInitial teacher education in Hungary: issues, policies, practices(2020) Chrappán Magdolna; Kopp Erika; Pesti CsillaInitial teacher education has gone through some radical changes in the past two decades: the two -cycled, Bologna -type system was introduced in 2006, but a few years later, in 2013 it was restored to the so -called undivided system. In resonance with international trends and national processes and developments, these reforms resulted in the appearance of some new elements in teacher education such as the mentoring system or the use of portfolios, while some other existing components with longer traditions (e.g. the pillar of practice schools) have gained even more importance. This paper aims to summarize and reflect on these changes and elements of initial teacher education through a critical pair of lenses, focusing on teacher preparation for lower and upper secondary education (ISCED levels 2 and 3) by contextualizing teacher education and revealing the challenges and progressive elements.
- ItemOpen AccessOrganizational Learning and Resilience in Hungarian Schools During COVID-19 Distance Education – Study of two cases(2022) Kopp Erika; Pesti CsillaIn the spring of 2020, as a reaction to the COVID-19 situation, many school systems have transitioned to distance education. This posed extreme challenges to schools that resulted in a greater need for prompt teacher learning based on knowledge sharing within the organizations. This change was particularly radical in countries where schools had little or no routine in this regard, including Hungary. Although data is available on the individual and systemic processes, there is a lack of in-depth analysis of whether/how this transition to distance education affected school processes, with a special focus on organizational resilience. Our case study compares two Hungarian schools to reveal how in-service teacher learning affected organisational resilience. The results show that there were major changes at the organizational level in both cases concerning teachers’ learning solutions, and these are related to previous routines on knowledge sharing.
- ItemOpen AccessStudent Teachers as Future Researchers: How do Hungarian and Austrian Initial Teacher Education Systems Address the issue of Teachers as Researchers?(2018) Pesti Csilla; Győri János; Kopp ErikaEven though initial teacher education is a rather short period in comparison to the other phases of a teacher’s career, it has a crucial role in shaping student teachers’ career-long activities. Many argue that everyday teaching in a classroom setting is comparable to conducting research, as teachers pursue experimenting with different strategies to teaching and learning, as they reflect on their own as well as their colleagues’ work, and as they make decisions about their future steps based on these experiences. is paper aims to reveal how the concept of teachers as researchers is addressed in initial teacher education programmes by answering two questions: How is the concept of teachers as researchers represented in these programmes? What kind of experiences do student teachers have regarding practice-oriented research? The research has a case study design with a comparative aspect, in which one Hungarian and one Austrian institution oering initial teacher education serve as the two cases. Results show that both universities have integrated research into their initial teacher education programmes, but in different ways and to different extents. An important notion is that although various courses that deal with research and/or research methodology and could contribute to the development of student teachers’ research competences could be identified, the activities of these courses are somewhat restricted to taking place within the university walls (e.g., discussion of research results), detached from practice. The study is expected to contribute to the understanding of structural similarities and differences in initial teacher education systems in the two countries that may foster or hinder the development of student teachers’ development during their school-based teaching practice, with a particular focus on those that are required to conduct practice-oriented research.
- ItemOpen AccessThe Evolution of Teacher Education Programmes in Different Countries with a Special Focus on the Role of Practicum in Developing Teacher Competences(2019) Pesti CsillaEducational stakeholders should work in collaboration for achieving quality and effectiveness in education. However, there is a gap among practitioners, researchers and policy-makers. The literature insists that practitioners should be at the centre of knowledge production. Given this, initial teacher education (ITE) has an acknowledgeable role in preparing future teachers for such endeavours by empowering them to conduct research. On the basis of ITE programmes at two universities in Hungary and Austria, this study aims to explore the role of practicum in developing student teachers’ competences and preparing them for conducting practice-oriented research. Data were collected through document analysis and interviews and group interviews with student teachers.