Browsing by Author "Kopp Erika"

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    Initial teacher education in Hungary: issues, policies, practices
    (2020) Chrappán Magdolna; Kopp Erika; Pesti Csilla
    Initial 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.
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    Organizational Learning and Resilience in Hungarian Schools During COVID-19 Distance Education – Study of two cases
    (2022) Kopp Erika; Pesti Csilla
    In 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.
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    Student 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 Erika
    Even 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 oering 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.