This study compares the methods of education science research: action research and educational experiments. Their common starting point is the implementation and analysis of a planned effect in education. Besides several similarities and parallels, the most striking difference lies in the basic versus applied research approaches, and in the multiple research cycles which characterize action research. The study describes the nationwide and international publication history and options, and claims that action research may be well implemented in various levels of teacher education.
Keywords: action research, educational experiments, basic research, applied research
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
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
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
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