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
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
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
Media literacy is an important area of education in the USA where the Thoman-model is one of the most frequently applied methods of teaching media literacy. Children can gain practical experience by the model while simultaneously experience the effects of mass communication. Similarly to the United States media literacy is getting widespread in Europe, as well. Through the practice of a vocational school in Boston one can get a deeper insight into the methodology of teaching media literacy.
Keywords: task, media literacy, model, USA, practice
This study aims to fit into the row of papers investigating the phylogeny of qualitative pedagogical research methodology in Hungary and continues the endeavor initiated in Sántha’s studies in 2009 and 2016. Issues of four Hungarian educational research journals (Iskolakultúra, Új Pedagógiai Szemle, Magyar Pedagógia, Pedagógusképzés) published between 2011 and 2015 have been investigated aiming the revelation of the current state of qualitative pedgogical research methodology in Hungary. The study also intends to point out the connections between the Hungarian and international qualitative trends. Studies have been processed by qualitative content analysis following combined (deductive and inductive) logics and the text corpora have been investigated with the hierarchy of main and subcodes. The results have been sorted out into three groups: articles concerning the theoretical background of qualitative studies, empirical studies analysing the applicability of qualitative methods and reviews. This study aims to contribute to the aspirations emerging for the systematization of the Hungarian qualitative pedagogical research methodology.
Keywords: educational journals, qualitative research methods, qualitative content analysis
There is an increasing need in the education for integrating technology-based practices into the curriculum. Digital Storytelling is a new method, that allows students to combine storytelling and usage of ICT-tools in the learning process, it provides an opportunity for students to create multimodal narratives. Students learn not only how to use digital techniques, but also to create unique stories, that avoke attention and interest among their classmates in a powerfully way, and provide an effective communication about the main topic in the classroom. Most of the examinations has been implemented related subjects like language arts, literature and history. The advantages of the method has been increasingly used as well as related developing of critical thinking, problem solving and language learning skills (Chun-Ming et al. 2011, Yang, Wu, 2012, Abdel-Hack, Helwa 2014) such as enhancing motivation (Abdolmanafi-Rokni, Qarajeh 2014) and learning achievement (Smeda et al. 2014). The aim of this paper is to present how digital storytelling can be used as a creative method among high school students in geography lessons. Quantitative and qualitative instruments, including digital story evaluation rubric were implemented to examine, what kind of strategies students used to select images and informations to design and create their digital stories, and how they used their ICT-tools to meet technical attributes of digital stories. The main question of our examination was if there is a causal relationship between the individual learning characteristics of students like cognitive style or digital literacy and their willingness and engaging to use digital storytelling as learning tool. The findings from the analysis of students-produced stories revealed that students did well in their projects.
Keywords: digital storytelling, cognitive style, digital competence, methodology
A cikk egyrészt kísérletet tesz a tanári tanulás és szakmai fejlődés jelenleg folyó kutatásainak feltárására, valamint ennek összekapcsolására azzal, hogy milyen változások szükségesek a 21. század iskolájában. A tanulmány a tanárok felgyorsult tanulási folyamatáról számol be innovatív tanulási környezetben, amely megköveteli az együttműködést, a kísérletezést és a saját mindennapos gyakorlat folytonos megkérdőjelezését. A tanulmány következtetése az, hogy szükség van a sikeres pedagógiai és technológiai innovációk gyakorlatának terjesztésére, a tanári tanulás további ösztönzésére annak érdekében, hogy jobb eredményeket érjünk el a jövő társadalmában a jövő iskoláiban a jövő tanulóinál.
Keywords: tanári tanulás, tanárok szakmai fejlődése, innováció, változás az oktatásban, 21. századi készségek
The paper describes the stages and chronology of physical training system development in the Republic of
Kazakhstan Army. Close connection between the system of physical training and the development of the armed
forces of the Republic of Kazakhstan was shown. Also, the opinion on the nature and organization/management
of physical training changes with time, depending on the development of the country’s military doctrine. The
main stages of physical training system development were determined on the basis of the appropriate regulatory
Keywords: Republic of Kazakhstan, military doctrine, armed forces, physical training, sports, periodization, military
personnel, service manual
Examining the training opportunities for disabled adults is justifiable for several reasons. The economic activity
of the disabled people is very low, their employment is significally lower than the employment indicators of the
society’s majority and the employment data from the European Union average. The low employment rate of the
target group can be explained by their relatively low qualification. The role of adult education therefore – both in
training and in terms of over- and training forward – is very dominant. The most important step for their 98
English abstracts 2016/4. English abstracts integration to the labour market is the improvement of their
employment, which can be reached primarily by their integration into the training. For this, the accessible
educational-training infrastructure, special trained experts, providing increased personal, material and
methodological conditions are essential. During in my work and my research it was clearly demonstrated that
interpretation problems can be experienced in the legal obligation’s implication and providing equal access is
solved only in rare cases. The main cause of this, the adult education institutions does not have the physical
conditions for the effective training for the disabled people and preparedness of the experts at these institutions
are deficient in the area providing equal access. We can highlight from the EU and other international
organizations’ lifelong learning concept that the adult education should serve for both economic and social
Keywords: special andragogy, people with disabilities, reduced capacity to work, adult education,
multiculturalism and adult education
The matching between qualification and occupation has been investigated in some Hungarian and international
research in the last years, taking into accounts the level and field of qualifications. The vertical and horizontal
congruence/incongruence test research can be divided into two groups according to the size of population. One
group consists of studies that have examined employees for all levels of qualifications, while the other group
comprises the research to the employment of graduates. Based on research results incongruent employment is
a common phenomenon in most European countries both vertically and horizontally. However, real mismatch
can pose a problem, when the employees cannot utilize their skills. Possibly such curriculum is needed that will
satisfy the needs of the labour market for transferable skills and specific knowledge as well.
Keywords: congruence, horizontal mismatch, vertical mismatch, higher education, labour market, research