Innovation ineducation: theoretical and conceptual framework of the Innova research

This paper summarizes the results of the theoretical phase of „Innova research” focusing on the birth, spread and system-level impact of local/institutional level educational innovations. It presents the main conclusions of the research on educational innovations, emphasizing the social and policy relevance of the field, and referring to the scientific and political context. First, we describe the aim of the research, the main questions and phases, and the applied methodology. Based on the literature review of the international studies, we analyse the most relevant general and specific theoretical concepts of innovation which have influenced the tools and main viewpoints of the empirical research. We present the conceptual framework of the Innova research as well as the theoretical models orientating the data collection and the analysis. Although the theoretical background of the Innova research is presented in this paper the following studies in this thematic issue will add and elaborate several aspects.

Keywords: Innova research, educational innovation, innovation management, theory of innovation, diffusion of innovation

20
Dec 2017
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(Magyar) Bevezető a Neveléstudomány innovációs tematikus számához (1.rész)

20
Dec 2017
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(Magyar) Teachers’ knowledge dynamics and innovation in education – Part I.

Sorry, this entry is only available in Hungarian.

20
Dec 2017
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Interconnection of organizational learning and innovation in the subsystems of the Hungarian educational system

This empirical study is part of the OTKA-financed „The Emergence and Diffusion of Local Innovations and their Systemic Impact in the Education Sector” project. We discuss the results of the preliminary data gathering which started in the autumn of 2016 reaching 4241 public educational institution, 513 departments/institutes and doctoral schools from higher education and 99 private for-or non-profit educational institutions. The respondents (leaders of these institutions) reported innovation activity and practice and organizational learning processes. This study is a detailed introduction to the creation of two composite indexes: innovation index and organizational learning capacity which created by semi-confirmatory factor analysis. Furthermore this study analysis the relation of these variables and difference between subsystems of education. Innovation activity and organizational learning capacity appears as two different constructs in this study which, in contrast to previous studies, doesn’t show strong positive correlation, instead signifies two different processes. The parallel operation of the two processes seems to be desirable in terms of effectiveness, which relationship will be discussed in terms of ambidexterity theory.

Keywords: Innova Research, organizational learning, innovation, organizational ambidexterity, semi-confirmative factoranalysis

 

20
Dec 2017
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Terminological framework related to school aggression – a possible conceptualization

The study focuses on the interpretation lying behind the different expressions connected to the topic of school aggression, because in Hungarian there is no unified terminology; the relation between the individual terms is not clear. The terms are in relation with each other, but are not equivalent. The differences between them grasp concrete behavioural particularities which are important both for researchers and for practitioners, any professional communities. Especially because terminology interpretations based on individual experience and beliefs can misguide research and specific school prevention activities. The objective of the paper is to join the professional discourse along with accepting that there are professional communities which use terminology unlike ours just like ones that use similar terminology to the one used here. In the study, the interpretation of the expressions aggression, violence and bullying are discussed.

Keywords: aggression, violence, bullying, conceptual framework

20
Dec 2017
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Representation of civic and noble girls in the age of Millennium

In my paper I attempt to examine the child image and child perception of upper middle class and nobility, regarding to the girl representation of painting for company, in the age of dualism. I focus on Vastagh György, Innocent Ferenc and László Fülöp. In my analyses I follow my methodical frameworks which I explained in my book (Támba, 2017, pp. 79–122.). The structure of the image analyzes is represented by the iconographic and iconological model of Erwin Panofsky (1955) and the Mietzner-Pilarczyk (2013, p. 36) author’s version, and the method of exploring the ways of revealing social consciousness and experience are provided by Norbert Schneider, the social and anthropological aspects of the analysis are given by Sztompka (2009), Goffman (1956) and Collierand Collier (1986, pp. 185–195). In my thesis I try the answer the question: how the painters expressed the child’s concept, and what kind of symbols, self-representation tools, life motifs, life metaphors helped in the creating process (see Goffman, 1956, pp. 10–14).

Keywords: iconography, childhood history, history of girls’ education

20
Dec 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

Media literacy in the USA – an example from Boston

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

29
Jun 2017
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