Analysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary

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dc.contributor.authorPesti Csilla
dc.contributor.authorRapos Nóra
dc.contributor.authorNagy Krisztina
dc.contributor.authorBohán Mariann
dc.date.accessioned2023-11-20T08:58:10Z
dc.date.available2023-11-20T08:58:10Z
dc.date.issued2017
dc.description.abstractIn the past decade, teacher education has changed twice in Hungary, and the following question arises in this context: what dierent 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.
dc.identifier.doi15388/ActPaed.2017.38.10791
dc.identifier.issn1648-665X
dc.identifier.mtmt3304571
dc.identifier.urihttps://krepozit.kre.hu/handle/123456789/479
dc.language.isoen
dc.relation.ispartofACTA PAEDAGOGICA VILNENSIA 2017 : 38 pp. 58-76. , 19 p. (2017)
dc.titleAnalysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary
dc.typeArticle
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