A General Overview on the Educational Programmes of the Hungarian Football Academies

In our research, we analyzed the pedagogical programs of Hungarian football academies. In our study, we intended to reveal the pedagogical aspects surrounding the students of football academies. Our previous research revealed that this is an unexplored scientific area, and also considered to be of secondary importance by academies, so its relevance is unquestionable. By document analysis, our research aims were to analyze comparatively the formal and content marks of the pedagogical programs of the academies and to refute or reinforce the experiences gained during the semi-structured interviews with the leaders of the pedagogical and social departments of the academies. Our research revealed that the pedagogical programs of each of the football academies are highly heterogeneous both in form and content, so there is hardly any unity between them. Based on the results of the interview analysis, each of the investigated academies has an educational and social department, several professionals are members of this apparatus, but the interviews confirmed the results of the document analysis. The academies almost always write their pedagogical programs autonomously. It can be an obstacle to strengthen cooperation between the institutions and to foster the unity or the development of quality of the pedagogical work and its professional documentation.

Keywords: football academies, pedagogical program, document analyses, interviews

02
Oct 2020
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Examination of Institutional Effect and Its Models in Sports of Central and Eastern European Higher Education Institutions

Our study aimed to explore the institutional environmental factors of the sporting life of some higher education institutions in the Carpathian Basin. In our study, the main research questions were the following: How do the models of institutional effect appear in the field of sports in the examined higher education institutions? Which factors can influence the sports habits of students? International models were used to understand the factors of institutional effect in higher education sports. The study intended to reveal and identify these indicators of the institutional effects and see how they work in the leisure-time and competitive sport of some institutions of higher education in the Carpathian Basin. The relevance of examining students sporting habits and their determinants is supported by the fact that since the time spent in higher education is the last chance for students for practicing any sport activity in an organized manner (Pfau, 2014). Our research conducted structured interviews with physical education teachers and sport leaders in Eastern Hungary (5 interviews), as well as in Upper Hungary (1), Transcarpathia (3), Vojvodina (1), Transylvania (3) and Partium (2 interviews), particularly in higher education institutions comprising minority Hungarians or in those in which a large number of Hungarian students study abroad. The investigated institutions were classified into four types based on their relationship to sport and the role of sport and physical education in the life of the university/college: (1) competition-oriented, (2) community-building through sport, (3) physical education-focused, and (4) physical education-minimizing institutions. In our study, we present the sports and constructed environment of the institutions, their organizational and infrastructural background, and the role of teachers.
Keywords: sports habits, higher education, institutional backgrounds

The Significance of Athletic Identity in Sport Education: its Relationship with Sport Commitment among Adolescent Athletes

Several international studies showed the importance of athletic identity among athletes since it may indirectly influence adolescent mental and physical development. There are only a few studies investigating athlete’s identity in Hungary, therefore our goal was to explore the relationships between athletic identity with sociodemographics, sport participation and sport commitment. Participants were 344 adolescent athletes with the age of 16.6 and they completed questionnaires about sociodemographics, sport participation athletic identity and sport commitment. Independent sample t-tests, ANOVA, Pearson correlation, and regression analysis were used to analyze our data. In our results, we found that the level of athletic identity differed according to gender, school type, level of competition, and depends on age, time in sport, and the amount of training. Our regression analysis showed that sport commitment had a great role in athletic identity. The Personal Investment – quantity and Enthusiastic Commitment had the greatest impact on the athlete’s identity. Valuable Opportunities, Desire to – Excel – social, Constrained Commitment and Social Support – emotional had a positive significant connection with identity as well. Interestingly, Sport Enjoyment, Desire to Excel – mastery had negative effects on athletic identity, while previous studies highlighted their positive impact on physical activity. We might conclude that, besides internal motivation social impact and constrained reasons of sport participation could influence the athletic identity.
Keywords: athletic identity, sport commitment, adolescent, regression

02
Oct 2020
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(Magyar) Búcsú Vámos Ágnestől

02
Oct 2020
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Lessons drawn from the process of professionalisation of certain professions for teachers’ continuous professional development and training

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

Changes in the concept of teacher continuous professional development and learning

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

The organizational aspects of teachers’ continuous professional development

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

Teachers’ continuous professional development and learning at the level of the education system

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

30
Mar 2020
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Efficiency and professional development: theoretical models of quality teaching and the characteristics of effective professional 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

30
Mar 2020
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Where law meets education. Thee role and expediency of teaching law in teacher’s training

Not only the legislators but also teacher educators expect law education in teacher training since students claim to learn about their rights as future teachers. Although teaching law in such programmes has antecedents, neither the number of weekly consultation hours nor the applicable credits provide a necessary framework. A further problem is that these courses are mainly taught by the lecturers of the faculties of law or practical experts who heavily lean on the teaching methods of the law schools. These methods, however, are very different from those that are needed in a teacher training programme. The programme designs are also lack of suitable learning materials. This paper aims to tackle the problem and intend to answer the following question: what and how we should teach under the above-mentioned circumstances. Following the overview of the international literature and the relevant regulations, it became clear that the rights of students are wellarticulated. Whilst this paper aims to implement a more content related framework concerning the rights of teachers and especially the fundamental rights of freedom of teaching. This paper also tries to develop some original solutions related to the teaching methods of law in Hungary based on international and national scientific literature. It attempts to suggest a structure that is balancing between theory and practice by examples of real life cases from daily school life. At the same time this paper presents a brand-new pilot-course.

Keywords: legal knowledge, law pedagogy, teacher training, methodical development

12
Dec 2018
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