(Magyar) Koragyermekkor- és családtörténet új köntösben

06
Oct 2017
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(Magyar) Tanuló pedagógusok és az iskola szakmai tőkéje

06
Oct 2017
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(Magyar) Tanuló pedagógusok és az iskola szakmai tőkéje

06
Oct 2017
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Models of Adult Learning for Reflective Practice: Mentoring Novice Teachers as Adult Learners

Forming and reforming initial teacher education are generally conceptualized in the paradigmatic and theoretical framework of adult learning. Lifewide learning has been of primary importance in the era of reflective modernity. Hence, the condition of an ongoing reflective approach to making complex decisions requires teachers’ continuous professional development (CDP). This paper thus focuses on the connections between the models and strategies of adult learning and the practice of reflective mentoring in pre-service teacher training. First, it gives a brief educational policy overview, which is followed by the authors’ analysis of the intersections among conceptual systems, structures, aims, expected competencies and content knowledge of adult learning and mentoring pre-service teachers. The paper further investigates the generative roles and functions of these elements that characterize the multidimensional nature of learning. As found in the relevant literature, self-directed learning is best supported by developing reflective thinking in the mentoring process. Finally, the authors raise questions for further research about the potential benefits of the “collaborative triangle” that is formed by the mentee, mentor, and the teacher educator.

Keywords: reflective mentoring, adult learning, lifewide learning, continuous professional development, self-directed learning

Why is teacher education? Educational motivations for teacher education of technical school students in the Carpathian Basin

Our survey analyses the motivations of minority and mostly Hungarian students of technical schools (with especial regard to pedagogical training) of five countries (Hungary, Serbia, Romania, Ukraine and Slovakia) upon arriving into higher education and their selected programmes. Our objective is to reveal the societal factors influencing the motivations related to higher education training, institutional and programme preferences amongst the technical school students of this special region (what patterns appear behind the motivations) and also what influencing effects do these motivations and the socio-economic status have in relation with the fact that a student chooses a pedagogical training. The IESA research database has been utilised for our analyses (N=2017). In the scope of the research, the students of 13 higher education institutions have been analysed in 2015: three-three are situated in Hungary within the Northern Great Plain Region and in Subcarpathia (Kárpátalja), four (affiliated departments included) in Transylvania (Erdély) and the Partium, one in Vojvodina (Vajdaság) and two in Upper Hungary (Felvidék). Technical school students from smaller towns tend to choose pedagogical training in higher proportions; learning in Hungarian (their mother tongue) is an important motivational factor mainly for students from beyond the border. Application for pedagogical training is primarily influenced by individual motivations irrespective of the institutional background.

Keywords: technical school students, teacher education, further education motivation, entering higher education

An attempt to understand student dropout in higher education: an institutional case study of student departure

Thousands of students apply to domestic higher education institutions every year, however not all of them receive their degree at the expected time; many of them do not even graduate. According to the statistical data of the Educational Office, a ranking can be established for each course based on the ratio of successful graduates and dropped out students. It courses are at the head of the ranking, one-third of the students do not finish their training on time, and only every second student graduates at all. However, in the case of pedagogic and artistic courses, only one-quarter of the students are unable to finish. There are many reasons for a student not to graduate; it might be financial, intellectual or even personal, a private family matter, but motivational factors might also have a role. Reducing the drop-out ratio of students is an indisputably important objective; multiple interpretations and concepts of intervention have been elaborated to solve this, because the ratio of dropped out students is double of the level where the phenomenon qualifies as a serious problem. The objective of present study is to contribute to the interpretation of the drop-out phenomenon that is experienced amongst the students of the Faculty of Economics and Business of the University of Debrecen and to the analysis of the reasons behind it.

Keywords: higher education, dropout, retention

(Magyar) Ifjúságügyi Kongresszus Komáromban – augusztus 26-27.

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03
Apr 2017
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(Magyar) J

 

26
Apr 2016
SECTION Egyéb
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(Magyar) Csapó Benő prima primissima!

 

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21
Dec 2015
SECTION Egyéb
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(Magyar) Hogyan kezeljük az oktatás “professzionális tőkéjét”

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12
Jul 2015
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