This study presents the approaches of the formation and change of the profession, the possible ways of typology according to the main relevant literature in order to give input to the research on the model of professional development of the teachers working in public education. We chose to examine the traditional, archetypal professsions, like legal and medical professions, and the new profession close to teaching profession: the tutors working in higher education. Through the edification of the change story our aim was to understand the current situation of the teaching profession and the dynamic approach of development. In our study we described the possible determinations in the dimensions of the different attributes of the basic terms and we touched on the different types of professions, the interpretations of the continous professional development (CPD) and learning, the identitites and the differences. We also encountered the models CPD and learning and the aspects of the model creation in different (individual, organisational and system) approaches. At the end of the analysis we raised questions and dilemmas and also formed suggestions to develop and transform the current CPD model based on a holistic stance of individual, organisational and system level approach.
Keywords: profession, professionalisation, semi-profession, deprofessionalisation, reprofessionalisation, knowledge
Teacher continuous professional development is a concept whose content is being shaped by multiple discourses and its meaning is thus still debated (Guskey, 1991; Kelchtermans, 2004; Fraser et al., 2007; Evans, 2014; Kennedy, 2016). As Guskey puts it, the root of the problem lies in the fact that continuous professional development (CPD) can be considered from different perspectives, it can be seen as either ‘macro-level concerns’ or ‘micro-level realities’ (Guskey, 1991). The present study aims to provide an overview of the conceptual change of teacher professional development in the past two decades. To achieve this objective, we summarize the different conceptualisations of continuous professional development, pointing out how this conceptual change has led to understanding professional development (PD) as professional development and learning (PDL) and which new directions of research it has identified in the international study of this subject.
Keywords: teacher professional development and learning, professional identity, models of learning theory, effectiveness
Teachers’ continuous professional development and learning, interpreted as a phenomenon derived from the complex unity of different elements on the level of the individual, organization and system, is considered a central component in the development of educational systems. This paper, as part of the ‘Models of Teacher Learning’ research project, summarizes the results of Hungarian and international literature focusing on the organizational aspect of CPD. As a result of the thorough literature review, this paper manages to present those models, connections and factors, originating from the school, that represent the organizational context of teachers’ professional development and learning and bear an either direct or indirect impact on it. In recent studies, the concepts of horizontal learning, informal learning, workplace learning, mentoring, self-renewing schools and learning organizations have all been receiving increased attention. The paper also draws focus on the importance and of organizational culture and climate, including their possible effects of CPD, while concentrating also on the distinctive role of school leadership.
Keywords: model of teachers’ professional development, informal learning, workplace learning, collaborative learning, learning organization, leadership
This study is one of the background studies that aims to provide a theoretical basis for research within the framework of the “Continuing Professional Development of Teachers at the Public Education System, Organization and Individual Level” (MoTeL) project. The aim of the study is to summarize the main theoretical frameworks and models for continuous professional development of teachers and to outline the main directions of research and development at the education system level. The study is based on a secondary analysis of literature. The review is structured as follows: first it summarizes the environmental factors that influence the concept of professional development at the system level and then interprets the concepts of professional development and learning. It then looks at how teacher policy documents address issues of teacher professional development. It then moves on to the links between teacher professional development and assessment. Finally, it summarizes the general characteristics that may influence the continuous professional development of teachers at the level of the education system.
Keywords: education system, teachers’ continuous professional development, teachers’ learning
Teaching quality has a remarkable impact on students’ learning outcomes, on their progress and on their attitudes towards school and learning, however the conceptualization of teachers’ quality and the measurement of teacher effectiveness are less revealed areas of effectiveness research (Ingwarson & Rowe, 2008; Gore, Smith, Bowe & Lubans, 2017). Supporting continuous professional development – as a strategy – plays a crucial role in the development of teachers’ teaching practices (Borg, 2018). The characteristics of effective professional learning is strongly influenced by the interpretation of the construct of quality teaching. Present study aims to reveal the theoretical models of quality teaching based on the development of teacher effectiveness research, and highlights the characteristics of effective professional learning.
Keywords: effectiveness, teacher quality, professional development, theoretical research
In this paper I write about the chances of the children taken into a child abuse prevention at school. Growing up in this prevention and becoming adults these children and young people might be stucked into the lower part of society. Their social integratism is also doubtful because of the lack of the social discrimination, the valuable relation, the financial, cultural and social capital. The knowledge getting at school might be the key of their upwards. Well-organised educational system and well-trained teachers might give chance and help to get this knowledge, to become educated, trained. That is why I set out to search the school difficulties and specific problems of these teachers working with these protected children in elementary schools in Bács-Kiskun County. The strategy of my research consist of the characteristics of both inductive and deductive strategies. I chose the method of document analysis, oral interview and written questioning. In Bács-Kiskun County, there are issues that can be themed in the school setting and school success of pupils in child protection. Teachers are not prepared enough for individual treatment of pupils living in child protection, and to improve their school performance. Most of the teachers do not participate in further training that focuses specifically on teaching methods that can be successfully applied to pupils in child protection. In general teacher education, the curriculum of compulsory courses does not specifically address the knowledge of pupils living in child protection.
Keywords: child protection, chance, educators
Organized sport in sport clubs plays an important role in the lives of children and young people. However, participating in sport is not a naturally positive experience for young athletes, and coaches play a key role in ensuring that participation is beneficial for their development. The aim of this paper is to shed light on the pedagogic and professional views of Hungarian basketball coaches about their roles and responsibilities based on their teams’ age groups (U10, U11-12, U14, U16-18, U20-senior). 152 basketball coaches (N=152) working in Hungary took part in the research by completing a questionnaire containing 87 closed-ended questions. Coaches’ average age was 40 years (SD=11,5), and they had an average of 13 years (SD=10,4) of coaching experience. Results show that coaches’ views about their roles and responsibilities are quite similar. Significant differences were found in only four pedagogical questions (definiteness, permissiveness, different treatment and need of parental support) and three professional questions (professional knowledge, coaching without a practice plan and financial background), mainly between the U20-senior and the youngest age groups. Participating in sport has different meanings for children at different age levels, they have different goals, needs and wants, yet this was not reflected in the views of the coaches. It is important to make coaches working with children and young people aware of the specificities of the work in different age groups to ensure that sports provide the most positive experience possible for all participants.
Keywords: basketball coach, role, responsibility, age groups
The Senate of ELTE has passed the Health Promotion Strategy of the University in autumn of 2018. This document emphasizes the significant societal role of the professionals regarding public health, as well as the role of the University in establishing health related approaches and health conscious life-style of the students. Before completing the strategy, a questionnaire study had been completed in the 2015/16 and 2016/17 terms, respectively, at the Faculty of Education and Psychology of ELTE about the situation of health promotion. Main topics were how the students and teachers, respectively, think about their health state, about the health-related environment at the university and about whether they are conscious about their professional and societal responsibility. This study has been repeated due to the fact that, associated with the reformulation of the higher education, some units of the Faculty of Education of the Berzsenyi Dániel West-Hungarian University joined to the Faculty of Education of ELTE in 2017, thus a comparison of samples from the Capital and from Transdanubium had become possible.
According to the results of the questionnaire study, half of the interviewed teachers and somewhat less than half of the students think that health promotion at the University is important but does not have primary relevance. They stress the significance of nutrition and physical activity but think the university environment does not favour these. Obstructive factors are the unfavourable prandial circumstances and that, due to the spatial diversity, timetables do not provide enough time for regular dining of the students and teachers. According to the results of both the capital and rural studies, health related general indicators are unfavourable, and incidence of smoking and alcohol consumption is high. In both groups, participants spend average time sleeping, whereas the time spent on the Internet is high. Participants are unsure about the effectivity of their own health behaviour, and cannot see health-associated aspects of their profession, either.
Keywords: health promotion, student-teacher lifestyle, health promoting university environment
Understanding and responding to the emotional state of the other person in the form of prosocial behavior is an essential element of social behavior. Children who are able to understand emotions, have the ability of perspective-taking and motivated to intervene to the other person’s problemaic situation, can decrease the other’s negative affective state. The prosocial reactions of children to adults’ distress is widely studied but we don’t have enough information about reactions to a peer’s distress. The purpose of the study is to investigate preschool children’s reaction in the case of a peer’s negative affective state. These problematic situations are rarely seen through a research period, so I asked those people who are involved in children’s everyday life and have appropriate information about children’s behavior. In the research I used a self-developed questionnaire based on an earlier investigation (Phinney, Feshbach, & Farver, 1986) and asked parents (N=189) and teachers (N=26) about children’s reaction on a peer’s crying. I examined the differences between parents and teachers opinion, the appearance of the most frequent and the less typical responses, and analyzed the differences of these behaviors along some background variables. Results show that the opinion of the parents and the teachers are different in some cases but I discovered some consensus in the case of the background variables. The research can provide valuable information about preschool children’s prosocial behavior in those situations which appear less during a direct study in an institutional environment.
Keywords: prosocial behavior, distress, preschool, problem management