The main objective of this study is to give an insight into the multifunctional nature of pedagogical space types and to point to the applicability of Visual Grounded Theory (VGT) in educational research. The analysis is based on Mey and Dietrich’s Visual Grounded Theory hence it applies contextualization, description, segmentation, memo-writing, coding, establishing categories and integration of photo and text categories with photodocuments created with autophotography. Results show the appearance of the functional space-model of schools including individual and public space, personal space, learning space, recreational space, that of pedagogical interactions and communication.
Keywords: autophotography, pedagogical space, Visual Grounded Theory
Reflective pedagogical thinking is a significant and relevant research area of the international educational science (Creswell, 2014; Polat, 2015) as well as the Hungarian educational sciences. Reflective thinking became a fundamental component of the pedagogical sciences, teacher education and teacher evaluation system. However, this field is still lacking thorough empirical studies and SLR examining the use of VSR. Therefore, as part of an extensive research our aim was to examine the potentials of VSR for investigating novice / trainee teachers’ professional development over the past four decades. Our investigations revealed that pedagogical reflective thinking is not only a current field of the international educational science, but it is also characterized by methodological diversity. Many aspects of the pedagogical development can be examined with VSR such as pedagogical decision making (Byra & Sherman, 1993), classroom interactions and actions (Kwo, 1994), prior experiences (Powell, 1992) as well as the continuous pedagogical development (Freitas, Jiménez & Mellado, 2004). This study presents the conceptual and historical foundations of the VSR methodology and the findings of our SLR focusing on the characteristics and use of VSR in teacher education. This particular study will summarize the aims and findings of the examined studies, and our next study (see: lapszám) will present the used methodologies.
Keywords: early career development, teacher training, reflective thinking, systematic literature review, stimulated video recall (VSR)
This study aims to reveal the theoretical interpretations of childhood by focusing on the two thematic aspects
– rooted in sociology – of childhood studies. Those theories that focus on the developmental stages of children, and aim at identifying and describing these phases are called the developmental models of childhood. In the second half of the 20th century, there was a paradigm shift, and the new Emergent Paradigm revealed the importance of social, cultural and historical context in childhood interpretations. The aim of this study is to present that the two paradigms of childhood studies basically frame the social constructions of childhood in the 21st century.
Keywords: childhood studies, dominant paradigm, new sociology of childhood
Developing students’ national identity is a developmental goal in school curricula, however we have scarce in-
formation about students’ national identity. Our study aimed to assess their test performance related to na –
tional symbols, knowledge associated with national identity. National symbols are parts of the national cul-
ture, they are persons, events, places and artworks appearing in historical narratives. We gathered national
symbols form school curricula through several steps and used them to develop a test. Our results showed that
the test proved reliable, students achieved 64.78% on average. Older students performed better, no gender
differences were found. Pupils’ strength of national identity was also assessed. Grade 6 students showed had
weaker identification, no gender differences were found. The connection between test performance and the
strength of identification was also investigated. There is significant connection between the variables, but the
correlation coefficients are low. Test performance is related to students’ satisfaction with their school perfor-
mance indicating that the test assessed knowledge appearing in the curricula. We used computer-based as-
sessment and gathered data about pupils’ test behaviour. No connection was found between test perfor-
mance and time on test, however time is significantly correlated with the general liking of school. This out –
come confirms that time is rather influenced by attitudes then students’ knowledge. Our study is the first step
to investigate the role of school in the process of national identity development.
Key words: elementary school, knowledge assessment, citizenship competence, national identity, com-
Our study is working on a subdivision of a comprehensive research about singing in the original language. First
we give an overview about the language and musical skills of students participating in today’s Hungarian
higher education as soloists are affected by what sociocultural background and how. Then we are going to see
what languages, in what frameworks and how efficiently students study. In the end, we are going to explore how the institutional linguistic trainings relate to the interpretational expectations of singing in the foreign
language. We made the students’ questionnaire in 2017 and processed the results with quantitative tech-
nique. The students from six higher educational institutions were the respondents (N=90). From the anonym
responses a database was created with the help of SPSS 19. Programme, percents and averages were used.
The results of our research justified our presuppositions that refer to the effects of students’ demographical
and social background because these variables (parental education, economic capital, type of the settlement)
essentially form the chances of learning music and languages. In connection with language preferences, ac-
cording to our expectations, we found that the students’ age is a strong determining factor. Students from the
younger age concentrated on studying English. They studied Russian, French and Spanish in a minimum extent
while there are significantly fewer students studying Italian and German for a shorter time. Therefore students’
language preferences are not in accordance with the interpretational expectations of singing in the original
language. As the main body of vocal literature is composed in these languages, its institutional education
would require a more effective development of the language training component of the soloist students’ train-
Keywords: linguistic qualification, musical qualification, students, higher education
The aim of the research is to reveal the hidden dimensions of attitudes towards disability with projective drawing tests. Encountering with someone with disability can be an overwhelming experience in which a wide range of intrapersonal conflict can be present. Thus, it is difficult to express these encounters with verbal narratives, especially, because expressing negative feelings and thoughts about disability are against the social norms and rules. Authors studied 116 drawings: they asked different professionals and examined the emerging patterns in the light of related literature. There were different categories established according to the personal engagement of the author of the drawing from the schematic stick-figure to the complex and symbolic narratives. The authors identified many signs associated with different stereotypes of disability, such as social isolation, subordinated, childlike or equal social status, roblem-centered or person- centered approach. Because of the complexity and different layers of a drawing the narrative of the author is necessary to understand the picture. The main benefit of this test for educators and researchers is to providing opportunity to express someone’s attitude towards disability in its complexity and helps to reveal and verbalize hidden or difficult narratives as well.
Key words: projective drawing test, attitude measurement, disability, disability awareness
Within the broad field of disability studies, this paper specifically focuses on the enablers and barriers, students with disabilities face in access to higher education. The paper showcases the Scottish consultation regarding fitness to practice and access to higher education which is substantially different from many practices. The consultation has a special significance because it can be interpreted as a paradigm shift in the practice of providing access for people with disabilities to higher education. The main difference in the Scottish consultation that fitness to practice has been considered as a social barrier in access to higher education. The investigation of fitness to practice focused on the disability equality duties, questioning if it does discriminate against people with disabilities. This paper presents the main elements of the Scottish consultation, including the antecedent of the statutory changes (what has generated the legislative changes) and briefly summarizes the changes of the legislation. The paper includes a brief overview of the Hungarian literature where similar dilemmas have been raised. As a conclusion, the Scottish approach to access to higher education essentially can be interpreted which follows the human-rights based approach to disability, and fundamentally different from the practice commonly used today in most countries, where determination of fitness to practice is essentially based on medical, health-based information (medical model of disability).
Key words: access to higher education, students with disabilities, fitness to practice
The study offers a domestic innovation for the methodology of the Qualitative Comparative Analysis (PED-QCA). It highlights, that the test structure provided by the QCA offers a possibility for a selection free optimization, that might be able to open new possibilities to understand the pedagogic reality. This process might be assisted by PED-QCA which is based on the functional principles of the crisp-set QCA (csQCA) and could open possibilities for the pedagogical interpretation of the more adequate fuzzy set QCA (fsQCA) methodology.
Keywords: PED-QCA, Qualitative Comparative Analysis, software-developing
Foreign-language reading comprehension and writing-composition have been several times at the focus of Hungarian and international research. Our study combines these two areas complementing with domain specific strategy-use. Literacy tasks play dominant roles in the teaching of foreign languages. The question arises, however, how strategy use is related to these tasks and what the connections are between the results of reading comprehension, writing and strategy use, and how strong the impact of foreign language attitudes and grades is on these areas. In our study, we seek answers to these questions. Our empirical research was carried out with primary-grades students (10-14 years) using online tests and questionnaires. The survey was conducted via the eDia system, the students completed their tests and questionnaires in their own school, in two teaching lessons. According to the results, the students’ reading and writing test results separated from their strategy uses. Reading and comprehension strategies were applied to the same extent during the phases of the text comprehension process, but in the case of writing and composition strategies, strategy use was emphasized during the course of writing. There was a strong, significant relationship between writing and reading techniques. The correlations between variables have shown that strategy use had a strong correlation with the English language grade and attitudes and the impact of these variables on test scores is significant. Our results also show that the attitude towards language learning is determinative for both learning outcomes and the strategy use. Our research has also confirmed that embedded and explicit teaching of strategy use during language learning can help to improve both text comprehension and composition skills.
Keywords: language learning strategies, language acquisition, foreign language literacy
The study focuses on the interpretation lying behind the different expressions connected to the topic of school aggression, because in Hungarian there is no unified terminology; the relation between the individual terms is not clear. The terms are in relation with each other, but are not equivalent. The differences between them grasp concrete behavioural particularities which are important both for researchers and for practitioners, any professional communities. Especially because terminology interpretations based on individual experience and beliefs can misguide research and specific school prevention activities. The objective of the paper is to join the professional discourse along with accepting that there are professional communities which use terminology unlike ours just like ones that use similar terminology to the one used here. In the study, the interpretation of the expressions aggression, violence and bullying are discussed.
Keywords: aggression, violence, bullying, conceptual framework