This article describes the Learning by Developing (LbD) action model developed to meet the future challenges. It takes into account the new role of higher education institutes in a world where changes are continuous and today’s truth is not competent tomorrow. The article discusses the new ways of ‘teaching’ by inviting to move from a knower’s world to a competent actor’s world. It further attempts to rediscover a pragmatic learning theory as a basis for the development of higher education. The article describes the development of LbD by following the changes in the nature of higher education guided by the expectations of the surrounding world. It begins with a competence – oriented approach and concludes by intruducing the LbD action model that integrates competence – producing learning and an innovative
research and development project.
This paper is the concise version of a longer study prepared in 2010 on the request of the Committee of Educational Sciences of the Hungarian Academy of Sciences. It is a “state of the art” analysis of global trends in educational research. Following an attempt to provide a practical deﬁnition of the terms “educational sciences” and “educational research”, and a short analysis of the changing position of this academic ﬁeld the author identiﬁes thirteen dominant global trends. All these trends are presented in detail, and also illustrated by examples taken from various countries.
This study aims to explore the relationship between the supporting factors and learning outcomes of a teaching practicum model for an initial teacher education programme in Hong Kong. Identifying the predictive relationships of the supporting factors for pre-service teachers’ teaching practicum and their learning outcome could help promoting the quality of the programme. There were 229 pre-service teachers participated to a questionnaire survey of a quasi-experimental design. Confirmatory factor analysis and reliability test were used to confirm the constructed validity and reliability of the survey instrument. A Structural Equation Model was applied to explore the predictive relationship between the supporting factors and their learning outcomes. Results show that campus-based courses, school mentor support and pre-service teacher’s self-efficacy were identified to be the supporting factors for their learning outcomes which include instructional design, managing learning activities and assessment. Strengthening school partnerships, providing mentor training and enhancing the element of assessment for learning in campus based course are recommended to the teacher education programme.
Keywords: Field Experience, Pre-service Teacher Education
The aim of this paper is to provide an overview of the major historical processes of the development of educational science and its trends that are still inﬂuential. In the introductory part, we present the main results of researches in the sociology of science concerning the sociology of knowledge, which provide foundations for the changes in the perspectives of recent studies in the history of educational science. Based on the most important ﬁndings of these researches, the other chapters of the paper will discuss the international processes of the development of science in three ways. ﬁrst we will look at the macro-level trends in the development of European science that also have an impact on the science of education, and we give an outline of the epistemological paradigms behind them. Then we turn to the process of how educational science, having developed together with modern universities and intellectual professions, became an academic discipline, and we present the most important historical models of its formation (the English, the American, the French and the German one). The longer, historical-synthesizing chapter will be based in part on our conclusions about the topics. This will on the one hand provide a concise overview of the various scientiﬁc trends of diﬀerent periods, which are most relevant from the point of view of educational science. On the other hand it will give a brief overview of the internationally accepted theories that still deﬁne professional-scientiﬁc discourses both in Hungary and abroad.
Recently new measurement methods have evolved to capture self-regulation as a process, providing valuable new information regarding self-regulatory processes. Shifting deﬁnitions of self-regulated learning have led to changing measurement methodologies, this article aims to present those innovative methods and recent research’s outcomes at international and national level too, which could aﬀect our understanding about the nature of self-regulated learning.
The aim of this study is to provide an introduction to and a comprehensive analysis of a methodological experiment related to the use of electronic book materials in public education. The aforementioned program titled e-Paper in the Hungarian public education system was carried out in 2010. One part of the experiment focused on international research results and experiences related to the application of e-Book equipment in various educational contexts. Inspired by said international results the present essay utilises a previously elaborated research criteria system comparing the applicability of electronic and traditional books, in addition to exploring the ergonomic aspects of e-Books, and their role in supporting the knowledge acquisition process at various levels of instruction, along with examining the use and application of e-Paper readers in educational and library environments. On the whole, considering the results gained in the local context, this study’s primary objective is to perform a comprehensive examination of this unprecedented 2010 pilot project The primary focus ranges from introducing the respective research conditions, criteria, and results via providing an overview of the pertaining international experiences to sharing the main ﬁndings and conclusions.
Practical education (‘school pedagogy’) and educational research (‘educational sciences’) are undeﬁned concepts in the relevant Hungarian discourse today. The reason for this is that practitioners and researchers may usually be the same persons; educational research has not been separated in Hungary. It has a long history in the Hungarian educational tradition. Research and teaching were always parts of ‘pedagogy’, where ‘pedagogy’ served as an ideology of the teaching profession. In our modern times, especially after joining the EU, three identiﬁcation emerged from the initial ‘pedagogy’: research with psychological, historico-philosophical and social science orientations. Diﬀerent groups of researchers identify themselves with those orientations, thus creating three paradigms of the educational research in Hungary.