Initial teacher education in Hungary: issues, policies, practices

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dc.contributor.authorChrappán Magdolna
dc.contributor.authorKopp Erika
dc.contributor.authorPesti Csilla
dc.date.accessioned2023-11-20T10:21:35Z
dc.date.available2023-11-20T10:21:35Z
dc.date.issued2020
dc.description.abstractInitial 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.
dc.identifier.doi10.15290/eejtr.2020.04.01.03
dc.identifier.issn2544-9737
dc.identifier.mtmt31656636
dc.identifier.urihttps://krepozit.kre.hu/handle/123456789/487
dc.language.isoen
dc.relation.ispartofEASTERN EUROPEAN JOURNAL OF TRANSNATIONAL RELATIONS 4 : 1 pp. 49-74. , 26 p. (2020)
dc.titleInitial teacher education in Hungary: issues, policies, practices
dc.typeArticle
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