Analysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary
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Date
2017
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Abstract
In 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.