In this study, I attempt to analyze the little boy depictions of Béla Czóbel by the method of childhood iconography and try to explore the motifs and typical patterns of history of ideas and child ideas of the relevant paintings. Czóbel (as the „outsider” member of the Eight) was influenced by the socialist and leftish movements and the new views and conceptions about people and child of life reform, therefore one can start the analysis by the conceptions of reform pedagogy, child, child’s study movement and life reform, similarly to my previous study in the Neveléstudomány. The present analysis reveals that the figure of the little boy in Czóbel’s paintings represents the „child messiah” topos from the rhetoric of reform pedagogy, who promises to return to the natural state of origin for people who are burdened by life frames of the civic way of life.
Keywords: iconography, history of childhood, The Eight, Béla Czóbel
In my paper I attempt to analyse child (little girl) depictions of Béla Czóbel as one of the members of the Eights, and I try to explore the ideological, cultural and historical effects on these works of art, endeavoring to map the progressive childhood-rethoric phrases and topoi of this era, starting from the social and spiritual sciences influencing the Eights deeply. The background of aesthetic considerations of Czóbel I found social attitudes and people views which oppose the social conventions, consequently I can connect viewpoints of composition and style analysis with aspects of analysis of child ideas, starting from the structure of the Panofsky model. In my paper I try to answer the question how child ideas appear, regarding the reflections for civic education.
Keywords: Iconography, History of Childhood, The Eight, Béla Czóbel
The present study examines the conceptual features of the contemporary chapters of the Hóman history textbook series, those that refer to the so called ‘wishful thinking’ deviated from the reality of the power elite of the Horthy era. The study primarily aims to enrich the research results of textbook history writing, but at the same time it puts some historical works on the subject of analysis. These works are mainly aimed at the foreign policy public thinking of the power elite and at outlining the ideas of the great powers, especially the German Empire, about Hungary.
Keywords: history textbooks, textbook historiography, textbook series from Hóman
Applying gamification in education is an adaptation of a marketing strategy. In a gamified (educational) process, a bigger goal is set, which is divided into smaller steps to reach. The aim at each step is to keep the participants in the process by using smaller incentives in a way that at a certain point or by a certain deadline the participants fulfil a requirement or act for a desired reward. The aim of this adaptation and continuous modernisation of the gamification strategy is to establish a motivated and proactive student attitude. Using this strategy, students can effectively plan, prepare and implement their actions and learning processes that are necessary to reach their goals. The aim of this study – based on national and international research – is to highlight the elements, methods and motifs of gamified teaching, and to show how gamified teaching plays an important role in reaching inner motivation (gamification 2.0) through outer motivation. In light of recent research, this study backs up the following definition of gamified teaching suggested by the authors: applying gamification in teaching is a motivating method that ensures transparent progression and development. It provides great freedom to find variable and expanded learning frames, and also to evaluate them; at the same time, it builds on the learning controlling role of the social factor. Its predominant aim is to encourage autonomous, self-controlling learning, to teach students to be responsible for their own learning by finding inner motivation and experiencing the flow.
Keywords: gamification, motivation, autonomous, proactive students
This theoretical paper presents the notion and structure of abduction in qualitative research by focusing on qualitative content analysis. It argues that in social research, abduction can be seen as a creative process that appears as an alternative to the dichotomy of inductive and deductive methods, and it also points out that abductive conclusions cannot be based upon formal logic. The paper stresses the elements of deductive and inductive ways of setting up categories / codes in qualitative content analysis. It also reflects on the role of abduction for the creation of a code map during qualitative content analysis. The paper stresses that abduction is not a method of collecting and evaluating data, but a form of thinking that is present in every research.
Keywords: abduction, qualitative content analysis, category, code map
The digital transformation of Hungarian higher education is key to quality teacher education. Not only in terms of device use, but also in terms of digital competences of those involved in education. Our paper presents the results of a survey-based research aiming to adapt the DigCompEdu questionnaire in Hungarian higher education along with institutional support, and self-reflection regarding teacher educators. After presenting the context of digital transformation in education, our paper provides a more detailed analysis regarding the state of digital competencies in Hungarian teacher education, exploring the strengths and weaknesses of teacher educators given by the framework. In addition, there is a strong emphasis on demonstrating the relations between teacher educators’ self-reflective activities, perceived institutional ICT-support and their level of digital competencies. The current study, by exploring the digital competencies of teacher educators, is the first step of a higher education pedagogy development project initiated by the ICT Research and Training Centre of the Károli Gáspár University of the Reformed Church in Hungary.
Keywords: ICT, higher education, teacher education, self-reflection, institutional support
In this paper I write about the chances of the children taken into a child abuse prevention at school. Growing up in this prevention and becoming adults these children and young people might be stucked into the lower part of society. Their social integratism is also doubtful because of the lack of the social discrimination, the valuable relation, the financial, cultural and social capital. The knowledge getting at school might be the key of their upwards. Well-organised educational system and well-trained teachers might give chance and help to get this knowledge, to become educated, trained. That is why I set out to search the school difficulties and specific problems of these teachers working with these protected children in elementary schools in Bács-Kiskun County. The strategy of my research consist of the characteristics of both inductive and deductive strategies. I chose the method of document analysis, oral interview and written questioning. In Bács-Kiskun County, there are issues that can be themed in the school setting and school success of pupils in child protection. Teachers are not prepared enough for individual treatment of pupils living in child protection, and to improve their school performance. Most of the teachers do not participate in further training that focuses specifically on teaching methods that can be successfully applied to pupils in child protection. In general teacher education, the curriculum of compulsory courses does not specifically address the knowledge of pupils living in child protection.
Keywords: child protection, chance, educators
Organized sport in sport clubs plays an important role in the lives of children and young people. However, participating in sport is not a naturally positive experience for young athletes, and coaches play a key role in ensuring that participation is beneficial for their development. The aim of this paper is to shed light on the pedagogic and professional views of Hungarian basketball coaches about their roles and responsibilities based on their teams’ age groups (U10, U11-12, U14, U16-18, U20-senior). 152 basketball coaches (N=152) working in Hungary took part in the research by completing a questionnaire containing 87 closed-ended questions. Coaches’ average age was 40 years (SD=11,5), and they had an average of 13 years (SD=10,4) of coaching experience. Results show that coaches’ views about their roles and responsibilities are quite similar. Significant differences were found in only four pedagogical questions (definiteness, permissiveness, different treatment and need of parental support) and three professional questions (professional knowledge, coaching without a practice plan and financial background), mainly between the U20-senior and the youngest age groups. Participating in sport has different meanings for children at different age levels, they have different goals, needs and wants, yet this was not reflected in the views of the coaches. It is important to make coaches working with children and young people aware of the specificities of the work in different age groups to ensure that sports provide the most positive experience possible for all participants.
Keywords: basketball coach, role, responsibility, age groups
The Senate of ELTE has passed the Health Promotion Strategy of the University in autumn of 2018. This document emphasizes the significant societal role of the professionals regarding public health, as well as the role of the University in establishing health related approaches and health conscious life-style of the students. Before completing the strategy, a questionnaire study had been completed in the 2015/16 and 2016/17 terms, respectively, at the Faculty of Education and Psychology of ELTE about the situation of health promotion. Main topics were how the students and teachers, respectively, think about their health state, about the health-related environment at the university and about whether they are conscious about their professional and societal responsibility. This study has been repeated due to the fact that, associated with the reformulation of the higher education, some units of the Faculty of Education of the Berzsenyi Dániel West-Hungarian University joined to the Faculty of Education of ELTE in 2017, thus a comparison of samples from the Capital and from Transdanubium had become possible.
According to the results of the questionnaire study, half of the interviewed teachers and somewhat less than half of the students think that health promotion at the University is important but does not have primary relevance. They stress the significance of nutrition and physical activity but think the university environment does not favour these. Obstructive factors are the unfavourable prandial circumstances and that, due to the spatial diversity, timetables do not provide enough time for regular dining of the students and teachers. According to the results of both the capital and rural studies, health related general indicators are unfavourable, and incidence of smoking and alcohol consumption is high. In both groups, participants spend average time sleeping, whereas the time spent on the Internet is high. Participants are unsure about the effectivity of their own health behaviour, and cannot see health-associated aspects of their profession, either.
Keywords: health promotion, student-teacher lifestyle, health promoting university environment
Understanding and responding to the emotional state of the other person in the form of prosocial behavior is an essential element of social behavior. Children who are able to understand emotions, have the ability of perspective-taking and motivated to intervene to the other person’s problemaic situation, can decrease the other’s negative affective state. The prosocial reactions of children to adults’ distress is widely studied but we don’t have enough information about reactions to a peer’s distress. The purpose of the study is to investigate preschool children’s reaction in the case of a peer’s negative affective state. These problematic situations are rarely seen through a research period, so I asked those people who are involved in children’s everyday life and have appropriate information about children’s behavior. In the research I used a self-developed questionnaire based on an earlier investigation (Phinney, Feshbach, & Farver, 1986) and asked parents (N=189) and teachers (N=26) about children’s reaction on a peer’s crying. I examined the differences between parents and teachers opinion, the appearance of the most frequent and the less typical responses, and analyzed the differences of these behaviors along some background variables. Results show that the opinion of the parents and the teachers are different in some cases but I discovered some consensus in the case of the background variables. The research can provide valuable information about preschool children’s prosocial behavior in those situations which appear less during a direct study in an institutional environment.
Keywords: prosocial behavior, distress, preschool, problem management