Gyakorlati és Továbbképzési Intézet dokumentumai

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Browsing Gyakorlati és Továbbképzési Intézet dokumentumai by Title

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    A református szakmai többlet mérhetősége és mérése a pedagógusképzés szempontjából
    (2022) Váradi Ferenc; Váradi-Kusztos Györgyi
    This paper is about the conceptualization phase of a scientific research about evaluating the professional value added by the process of teachers’ higher education programmes organized by the Károli Gáspár University of the Reformed Church in Hungary. The main parts are about the possible definitions and concepts of value, quality and competences. As a conclusion we introduce a multi-variable system for evaluating identitybased approaches and practices in the process of teacher training and early internship
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    Érték, rend, értékrend
    (Patrocinium Kiadó, 2018) Szontagh Pál Iván
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    Képregényvakság az ifjúsági kultúrában és a gyermekirodalomban
    (2022) Váradi Ferenc
    A tanulmány a gyermekirodalom körébe sorolt szövegek és a képregény médiuma egymásra hatását vizsgálja. Számot vet a képregényként interpretált alkotások sajátos műfaji és narratív sajátosságaival, azok történelmi kontextusával. Párhuzamokat és egymásra épüléseket keres a képregény és a vizuális, valamint sajátos narratív formákat gyakran alkalmazó gyermekirodalom között. A zárórész a gyermekirodalom fogalmának kitágításaként az „írásbeliség” kompetenciarendszerét és az iskolai, didaktikus olvasmányműfajok problémáját is bevonja az összehasonlításba.
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    Közöny és kanonizáció között
    (2019) Váradi Ferenc
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    Méhes Balázs (szerk.): Lelki arcunk
    (2017) Váradi-Kusztos Györgyi; Váradi Ferenc
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    Open Access
    Miért (nem) leszek pedagógus?
    (Károli Gáspár Református Egyetem , 2021) Szontagh Pál
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    MOTIVATIONS FOR THE PROFESSION AND CAREER ADVANCEMENTS AMONG TEACHER CANDIDATES IN THE CARPATHIAN COUNTRIES
    (2022) Pál Iván Szontagh
    We suppose that today, the motivation for the career of a pedagogue (including its existential, organizational and infrastructural conditions) is different from the level of commitment to the profession of an educator (which can be experienced informally, or outside of the public education system). In our research, we made efforts to address the widest possible range of student elementary teachers and to interpret their responses using different filters. In the first phase of our study, we analyzed first-year kindergarten teacher students’ career motivation and commitment to the profession, and in the second phase, that of final-year kindergarten teacher candidates. In the third phase, we conducted surveys to explore students’ motivation for the profession and the career path of a pedagogue in four countries of the Carpathian Basin (Hungary, Slovakia, Romania and Serbia). The surveys were conducted in 17 campuses of 11 Hungarian teacher training colleges and universities. Finally, we extended the survey to practicing graduates preparing for their on-the-job rating examination. Based on our results, in all breakdowns, regardless of age group, training institute or - in part - geographical location and nationality, it is proven that lack of social- and financial esteem of the pro-fession poses serious risks for recruitment and retention of teachers.
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    Szó – kép – ritmus
    (Károli Gáspár Református Egyetem Pedagógiai Kar, 2022) Tóth Etelka; Kovács Tibor; Váradi Ferenc; Váradi-Kusztos Györgyi
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    Teacher Candidates’ Motivations for the Profession and Career Advancements in the Carpathian Basin
    (2022) Pál I. Szontagh
    Attractiveness of the educator’s career path, the number, quality and motivation of candidates starting this profession has been in the focus of domestic and international professional discourse for decades now. We suppose that today, the motivation for the career of a pedagogue (including its existential, organizational and infrastructural conditions) is different from the level of commitment to the profession of an educator (which can be experienced informally, or outside of the public education system). In our research, we made efforts to address the widest possible range of student elementary teachers, and to interpret their responses using different filters. In the first phase of our study, we analyzed first-year kindergarten teacher students’ career motivation and commitment to the profession, and in the second phase, that of final-year kindergarten teacher candidates. In the third phase, we conducted surveys to explore students’ motivation for the profession and the career path of a pedagogue in four countries of the Carpathian Basin (Hungary, Slovakia, Romania and Serbia). The surveys were conducted in 17 campuses of 11 Hungarian teacher’s training colleges and universities. Finally, we extended the survey to practicing graduates preparing for their on-the-job rating examination. Based on our results, in all breakdowns, regardless of age group, training institute or - in part - geographical location and nationality, it is proven that lack of social- and financial esteem of the profession poses serious risks for recruitment and retention of teachers.