This paper, focusing on the emergence and diffusion of local level pedagogical innovations, displays and analyses the innovation activities of a particularly dynamic and knowledge intensive Hungarian basic school (ISCED 1, 2). The analysis is based on an intensive qualitative study conducted in the framework of the “Innova research project” implemented by ELTE University, Budapest. The case study reviews about twenty years of innovative actions of the analysed institution, and presents a wide range of local innovations: from those stimulated by external influences to those based on purely internal motivation; from those proved to be successful to those failing in the longer term; and from those remaining isolated to those spreading widely in the institution. The study examines the innovation activity of the school using an analytical framework applied originally to describe the life of specific innovations: it presents, among others, typical conflict and problem situations at various phases of innovation processes, such as the gestation of ideas, planning, proliferation, set-backs, adoption and termination.
Keywords: Innova research project, educational innovation, case study, emergence of innovations, diffusion of innovations, local level innovations
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
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
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
Several studies confirm that teachers play a significant role in motivating language learners (e.g., Mezei&Csizér,
2005; Radel, Sarrazin, Legrain, & Wild, 2010; Dörnyei&Ushioda, 2011). In spite of this, very few empirical studies
have been conducted with adult learners in an English as a Foreign Language (EFL) setting. Some exceptions are
Shoaib and Dörnyei’s (2005), Szaszkó’s (2007), and Murray’s (2011) studies. However, none of them addresses
specifically the teacher’s role in motivating adult learners of English in a corporate environment. My paper attempts
to fill this niche by presenting the results of three recent studies. (1) an interview study (N=17) which investigates
how the motivational dispositions of corporate English learners have changed since the political
changes in Hungary in 1990 to the present day, (2) a quantitative questionnaire study (N=127) measuring adult
learners’ attributions, (3) a validation study (N=5) presenting the validation of a research instrument. The results
of all the studies above have confirmed the significance of the teacher’s influence on motivating learners of English.
Keywords: adult language training, corporate language training, motivation, attribution