Te opportunities of teacher role model development

Mentor teachers are key actors in pedagogue training. Important parts of their complex range of activity are to set an example for the teacher trainee students with their educational methods, to be an expert in using particular educational methods, to be able to perform those methodological elements with which students are familiarized during theoretical training and to help them with their pieces of advice during school practice. This is why it is exceptionally important for the mentor teachers to have a mellow, colourful methodological culture. Starting from these problematics the target of the research brought forward in this essay is the mapping of the methodological culture of mentor teachers.

Keywords: mentor teacher, educational methods and work forms, didacticism, teacher training

24
Dec 2015
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Mentor teachers’ teaching methods

Mentor teachers are key actors in pedagogue training. Important parts of their complex range of activity are to set an example for the teacher trainee students with their educational methods, to be an expert in using particular educational methods, to be able to perform those methodological elements with which students are familiarized during theoretical training and to help them with their pieces of advice during school practice. This is why it is exceptionally important for the mentor teachers to have a mellow, colourful methodological culture. Starting from these problematics the target of the research brought forward in this essay is the mapping of the methodological culture of mentor teachers.

Keywords: mentor teacher, educational methods and work forms, didacticism, teacher training

24
Dec 2015
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Te analysis of the preparation for the mentor role in the light of teacher competencies

Mentors have a significant role to play in supporting the career socialization of new entrant teachers, and participate in the development of teacher competencies through direct relationship with the mentee. The mentor provides personal and professional support and mainly serves as a model to the entrant teacher, therefore the mentor needs to have high level of all the teacher competencies. This research study explored what the experienced teachers being graduated as a mentor teacher think about the importance of teacher competencies determined by the training and outcome requirements, and in their opinion to what extent they are prepared to suit these requirements. Data were collected from seventy-two persons by questionnaire survey. The results indicate that mentor teachers have excellent interpersonal skills, and in their opinion they are the most competent at making cooperative relationships with others, communicating accurately and creating a tolerant, trustful atmosphere. However, it was also revealed that they show deficiencies in handling new challenges of the Digital Age and demands of pupils with changed abilities to learn.

Keywords: beginning teacher induction, mentoring, training and outcome requirements, teacher competencies, development of competencies

24
Dec 2015
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Categories of class origin and dropouts from secondary schools between 1953–1962

The categories of class origin existed between 1948 and 1962 (the long decade of the 50’s, see: Sáska, 2006), to prescribe quotas and improve the data of social inequalities in Hungary. These quotas regulated not only the admission to higher education (Huszár, 2005; Ladányi, 1995; Sáska, 2006; Takács, 2008), but also the schooling of the secondary education: it meant positive discrimination to help the workers’ and peasants’ children at the entrance exams, and negative discrimination to restrict the ‘class-alien’ children’s access to secondary and higher education. The categories of social origin influenced the evaluation, discipline, scholarships and further education, the latter by the recommendations of the schools. Using categories caused early dropouts at the entrance exams of secondary and higher education – my paper analyses the local practices of these categories between 1953 and 1962, in a rural secondary and vocational school. The research based on various sources: documents of the record office in this school (registers, reports), instructions and decrees of the Regional and National Education Governance, oral histories, files of the Township Party Committee, and the regulations of the Central Committee. Compare the sources gives interesting conclusions.

Keywords: history of education, categories of social origin, dropout, socialist pedagogy, social inequalities

16
Oct 2015
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Individual study pathways in Copenhagen

In my recent study I introduce how the Youth Guidance Centre of Copenhagen (hereafter YGCC) and the Copenhagen Youth School System (hereafter CYSS) work on a daily basis, primarily, through the lens and stories of participants who work and study there, pointing out why the length of time dropouts/at-risk students spend at CYSS is considered a turning point. For analysis purposes 20 interviews have been used which were conducted with the following stakeholders: school leaders, teachers, guidance counsellors, a psychologist, policy makers and former students who were given impetus to take up studies, and then returned to education and/or to the world of work thanks to the student-centred education, encouraging learning environment and to the intensified guidance counselling applied at YGCC. In addition, we could gain a deeper insight into the characteristics of an institutional network that adapts flexibly to the needs of students and of a local community by introducing four exceptional settings namely YGCC, CYS, Byhojskolen- City School, Nye Veje- New Pathways. At the end of the study I make some suggestions based upon the Danish good practices regarding reducing early school leaving which might be taken into consideration by Hungarian authorities.

Keywords: individual study pathways, student-centered pedagogy, encouraging learning environment, student-teacher relationship, cross-sectoral cooperation, intensified guidance effort

16
Oct 2015
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School dropout and early school leaving trends

The paper deals with the questions of droupout and early school leaving as well as labour market transitions. The article describes the trends of the Hungarian and European ESL indicator in the last ten years. We analyse these indicators by spatial, age and gender characteristics. The study points out the causes of variability of early school leaving data. Data show intense regional differences. Northern Hungary is significantly above the national average: the rate is 2.5 times higher than in the best region, Central Hungary. The study presents a new attempt to identify national indicators, which, still within the school system, can provide information on student trace based on their individual data. Data show that vocational students are the most affected by the dropping out. It is important to mention that dropping out is present in vocational training as well as vocational secondary schools, and also – however to smaller extents – in primary schools.

Keywords: early school leaving, dropout, VET

16
Oct 2015
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Teachers’ key role in the signalling and support system of early secondary school leavers through the lens of national and international examples

Obtaining an upper secondary level qualification is fundamental to build up an equitable society, therefore reducing the rate of early leavers from education and training below 10% is one of the headline targets of the European Union 2020 strategy. According to the conclusions of the reports of the European Commission Thematic Working Group for Early School Leaving one efficient way of preventing dropping out from the E&T system is building up an early warning system. Based on the results of the research onducted within the framework of the CroCoos – prevent dropout! project and also on earlier research experiences it can be concluded that the position of teachers is a capital in preventing dropouts, which can be utilized during the development and the ap – plication of early warning systems. A tremendous pool of research and practice results has been accumulated in relation with prevention measures, which may support the design of early warning systems on both local and on system levels. The present article illustrates the most important elements of an early warning system by focusing on the role of schools and teachers through describing European and trans-Atlantic research results.

Keywords: dropout, early leaving from education and training, early warning system, distress signals, typology

Language Educational Observations in a Multicultural Kindergarten

The study gives an insight into language educational research conducted in a Hungarian multilingual–multicultural kindergarten. It briefly describes the special setting in Fáy András Kindergarten, Pápa, where children from 23 foreign families were received in September 2008. The interdisciplinary research aims to explore the question, how kindergarten teachers, children, parents and educational specialists can form the common linguistic, cultural and pedagogical basis for communication in this very complex setting. After the theoretical background that involves the issues of migratory language education and acculturation strategies, the article gives an overview of the bilingual Hungarian–English educational programme of the kindergarten. The focus of the article is on the main results of the research discussing the socio-educational context, the language use and communication in the kindergarten, and the language educational methods and tools. The discussion leads to the conclusion that a new language educational model was born in Hungary, the characteristic features of which are also identified in the article.

Keywords: language pedagogy, multilingual and multicultural, kindergarten, acculturation strategies, linguistic and cultural diversity

12
Jul 2015
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The Evaluation of Learning Outcomes in Bilingual Teacher Training

This article is a part of a research study on early educational bilingualism (CLIL: Content and Language Integrated Learning), teachers’ competences and training. The teacher’s role is especially important in early CLIL programmes. Therefore, it is argued that teacher trainees’ beliefs and learning outcomes (LeO) should be revealed and investigated during their studies. This paper focuses on one particular course of the CLIL teacher training BA programme run at ELTE TÓK whilst presenting its new end-of-term evaluation practice. In the past few years, gradually, a kind of portfolio system has emerged and taken over the place of the traditional oral exam. After reviewing the literature, the main elements of the student portfolio are introduced in order to prove that trainees’ learning outcomes can be effectively investigated through discussing their creative pieces of work. Then, the students’ attitudes towards this innovation, and their opinions concerning their own self-development are researched and summarised.

Keywords: learning outcomes (LeO), evaluation, teacher training, exam, portfolio, bilingual education (CLIL)

The Evaluation of Content Knowledge in Early CLIL

CLIL programmes have been present in the European public education for more than two decades. Research on CLIL is getting wider and wider. There is an area, though, which has attracted the attention of researchers only slightly. This is the issue of assessment in general, and the content knowledge of young CLIL learners in particular. Though this area has been investigated in other countries, in Hungary it is still very poorly researched. This paper aims to fill this gap with the recent study which is based on teachers’ and students’ opinion in a form of a pilot study. The author examines the issue in a CLIL primary school in Budapest where she has been monitoring the implementation of the programme for the seventh year, and where she, herself, has been teaching a subject in the target language for the third year.

Keywords: CLIL, second language development in the primary curriculum, assessment in education, integration of learning and assessment, assessment as confidence-builder

12
Jul 2015
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