A tanulmány a szakmai tanulás és szakmai fejlődés különböző koncepcióit vizsgálja, és célja, hogy szemléltesse azok fontosságát a tanári professzió, illetve a professzionalizáció fejlődéséhez kapcsolódóan. Jelen kutatás a narratív irodalmi áttekintés módszerét alkalmazza. A tanulmány feltárja, hogy a tanári professzió alakulásának követése meghatározó egyrészt a professzionalizáció, másrészt a tanárok szakmai fejlődését támogató programok szempontjából is. A tanulmányban bemutatott szakirodalmi kutatás eredményei hozzájárulnak a szakmai tanulás és fejlődés elméleti megközelítéseinek mélyebb megértéséhez, ezáltal segítik a két fogalom elkülönítését, a szakmai tanulás támogatását a tanuló közösségek és munkahelyi programok segítségével. Végezetül, a kutatás kitér az eredményes szakmai tanulás és fejlődés sajátosságainak értelmezésére is.
Kulcsszavak: szakmai fejlődés, szakmai tanulás, tanári szakmaiság, szakmai tanulóközösségek, munkahelyi tanulás
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
The European Network for Visual Literacy (ENViL), a European network of art educators, curriculum developers,
researchers and teacher trainers for the school subjects related to Visual Literacy, was set up in 2010 and now includes
more than 50 representatives from eleven European countries. Based on the concept of the Common
European Framework of Reference for Languages, in 2015, the network developed the Common European
Framework of Reference for Visual Literacy (CEFR-VL). The framework comprises competences, attitudes and
situations where they can be observed, developed, and documented. Activities are grouped in responsive and
creative components, like the Hungarian Visual Skills Framework developed in 2009-2011. Novel elements of
the framework is the emphasis on affective components like intercultural consciousness, self-awareness, responsible
citizenship and capacity to act. Competences are embedded in reflective activities in this flexible system,
where experimentation, envisioning and empathy is appreciated. This paper discusses the precedents of
the framework, its constituents and structure, outlines the main contents of the CEFR-VL and shows how it can
be employed in the praxis of art education for policy makers, curriculum designers, teachers and trainers and authors
of textbooks.
Keywords: visual arts education, framework of visual competences, educational assessment
Early school leaving (ESL) can be costly for the individual, and for the society. Not just in economic terms, but
also in terms of low self-esteem, and the risk of social exclusion. ESL can be viewed as an individual drop-out issue,
or as an issue related to a range of push-out factors. The article has a focus on the potential role of career
guidance, and in particular on the aspect of developing career management skills in combating ESL. No single
initiative or policy will provide the end solution to ESL: early school leaving is a complex issue, a ‘wicked problem’. Three approaches are suggested: prevention which seeks to combat the causes of ESL; intervention which
addresses emerging difficulties at an early stage, and seeks to prevent them from leading to ESL; and compensation
which aims at offering guidance and opportunities for education and training for those who have interrupted
their education.
Keywords: early school leaving, lifelong guidance, drop out, push out
The aim of the present study is to underline the importance of the observation of authentic lessons for the professional development of trainee teachers. This is especially important with innovative methodologies, such as CLIL (Content and Language Integrated Learning). In Slovakia, since the new educational reforms in 2008, there has been a huge shortage of professional teachers able to teach English to young learners. Another challenge has been presented by the difficulties of implementing this innovative methodology in school practice. Of course, one of the most effective ways is trying to include as many hours of direct observation of CLIL lessons as possible during teacher training. To address the shortage of professional teachers trained in CLIL, in 2013 and 2014 Matej Bel University (UMB) invited Prof. Kovács, an expert from ELTE, Budapest to provide students, teacher trainers and methodologists, with opportunities to observe practical CLIL lessons (project of the European Social Fund No. 26110230082). Feedback from the participants showed the value of seeing CLIL demonstrated in real life. They reported feeling encouraged, motivated and enabled to implement CLIL methodology later in their schools in Slovakia.
Keywords: CLIL, early years education, observation, teacher education, in-service teachers, EFL teaching
practice
This methodological study presents an overview of the current variants of content analysis which were identified by examining their constitutive components. These components are the following: types of content, types of sampling, depth of analysis, direction of analysis, types of control of coding, and modes of presentation of findings. The current paper shows how these components are framed in the works of the relevant international authors. Five configurations of these components and their contents were identified, which represent five variants of content analysis. It has been shown that configurations are not arbitrary; rather their components establish certain relationships in order to form meaningful methodology.
Keywords: content analysis, types of content, sampling, induction, deduction, manifest content, latent content, coding
The education sector is often considered not prone to innovation. However, recent research indicates that education can be as innovative as other sectors, if the right conditions and governance structures are in place. This article examines the governance of innovation in education systems. It traces the role of innovation for education, presents how innovation is measured and analyses how it can be governed successfully. Education systems operate under considerable governance complexity which has consequences for questions of accountability, trust, professionalism and leadership. This article proposes a simple framework of different governance elements and examines what kind of accountability, leadership, trust and professionalism may be suitable to promote and sustain innovation in education. The article indicates that, for instance, horizontal accountability combined with strong professionalism and trust may generate a culture of innovation, especially when supported by strong learning and political leadership. Nonetheless, the context and specific conditions in countries and education systems need to be taken into consideration as there is no one-size-fits-all solution. The findings are based on OECD publications and existing literature on education, governance and innovation.
Keywords: education, governance, innovation, reform, OECD
The article presents the emergence of „evidence based research” in the context of the US education policy under the Bush Administration as well as the criteria and the program developed in that period. Furthermore, the international and German reception of this new paradigm of educational sciences is also discussed. Reception refers to the wide range of intended functions associated with evidence based research, its claimed advantages in the field of education policy, and the education research methodology proposals and limitations suggested in connection with the new paradigm. Attributed as „empirische Bildungsforschung” and propagated as the new and only acceptable model of education research in Germany, evidence based research has been object to strong controversies in the country and around the world. The paper critically examines the ambition of this model for research, political planning and education reform. Finally, the paradigm is refuted due to its implications for research, and to the problematic consequences it may produce in education and in the status and theory of educational sciences.
Keywords: research methodology in educational sciences; evidence based research, status of educational sciences, Empirische Bildungsforschung, Germany.
This article provides an international comparative perspective on various American adult education programs, characteristics, and combination of personal and situational influences. Fourteen brief sections based on research and practice, each section contains an explanation, examples, and questions to encourage the readers reflections on comparative analysis with adult education in other countries. The article concludes with suggested guidelines for adapting concepts from relevant sections for planning, conducting, and evaluating programs and comparative inquiry about adult education programs and influences, especially related to strategic planning.
Keywords: comparative andragogy, research and practice, proposal of international comparative analysis
