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
Not only the legislators but also teacher educators expect law education in teacher training since students claim to learn about their rights as future teachers. Although teaching law in such programmes has antecedents, neither the number of weekly consultation hours nor the applicable credits provide a necessary framework. A further problem is that these courses are mainly taught by the lecturers of the faculties of law or practical experts who heavily lean on the teaching methods of the law schools. These methods, however, are very different from those that are needed in a teacher training programme. The programme designs are also lack of suitable learning materials. This paper aims to tackle the problem and intend to answer the following question: what and how we should teach under the above-mentioned circumstances. Following the overview of the international literature and the relevant regulations, it became clear that the rights of students are wellarticulated. Whilst this paper aims to implement a more content related framework concerning the rights of teachers and especially the fundamental rights of freedom of teaching. This paper also tries to develop some original solutions related to the teaching methods of law in Hungary based on international and national scientific literature. It attempts to suggest a structure that is balancing between theory and practice by examples of real life cases from daily school life. At the same time this paper presents a brand-new pilot-course.
Keywords: legal knowledge, law pedagogy, teacher training, methodical development
The methodological awareness is alien from the European tradition in the field of legal education, but only by this it can emerge from the crisis. There are some developments in the field of domestic higher education too which prove the emergence of this awareness. The educational approach that focuses on the learning process requires a new teaching approach in the lawyer’s higher education as well. This could be helped by research in the area of legal training.
Keywords: legal education, teaching methods, learning process, law
Románia és Magyarország az Európai Unió tagállamai között azok közé tartozik, ahol a legalacsonyabb az élethosszig tartó tanulásban való részvétel aránya. Számos tanulmány, köztük több, épp az Unió által támogatott rendszerszinten vizsgálja, milyen körülmények eredményezik ezt az alacsony arányt. Ezáltal azonban az intézményi nézőpont kevésbé kutatott, ami ahhoz vezet, hogy pont az élethosszig tartó tanulásban közreműködők tapasztalatai válnak kevésbé láthatóvá. A tanulmány ezért az élethosszig tartó tanulást intézményi szinten vizsgálja az egyetemekre és a nem-tradicionális felnőtt hallgatói csoportok számára hirdetett diplomát nem adó képzésekre fókuszálva Romániában és Magyarországon egyaránt. Ugyan az eredmények azt mutatják, hogy a szükséges és megfelelő jogi és politikai keretek mindkét országban adottak és számos diplomát nem adó képzés el is érhető az esettanulmányokban vizsgált mind a négy egyetemen, mindazonáltal e képzések támogatásának és megbecsültségének hiánya az infrastruktúra alacsonyabb színvonalával együtt alapvetően azt eredményezi, hogy csak korlátozott számú hallgató iratkozik be ezekre a képzésekre, illetve azok a társadalom szélesebb rétegei számára nem elérhetők. Az országok közti olyan különbségek, mint az érintett minisztériumok és más illetékes szervezetek közötti együttműködés hiánya (Románia esetében) vagy túlnyomó részben a társadalom- és bölcsészettudományok finanszírozásának átalakítása (Magyarországon) mind olyan gátló tényezők,amelyek az élethosszig tartó tanulásban való részvétel arányának csökkenéséhez vezetnek.
Kulcsszavak: élethosszig tartó tanulás, intézményi nézőpont, Magyarország, Románia, összehasonlító tanulmány
Having examined the initial period when education became a public affair, we see that the right to education is a result of a continuous social and legal development. My study aims to analyse with respect to the right to education created as a result of this social and legal development and defined as a human right, where the limit of legal regulation is and how far the state goes and can go when marking the scope of teaching and learning activities. After outlining the historic background of the right to education in today’s sense, I am going to present the international and supranational regulation of this freedom, starting with the Universal Declaration of Human Rights that declared in 1948 that everyone has the right to education. I analyse the components of the right to education in my study, examining both the active and passive side thereof. Thus, I am writing about the right to learn and teach, the state’s obligation to maintain the institutions, the right to found a school, as well as about the freedom to choose an institution. After the analysis of the Hungarian regulations – which covers the review of public education, higher education and vocational training as well -, I draw my conclusions as a summary. In this context, I am going to cover how the state’s obligation “to act” and “to refrain/to tolerate” is realised in my opinion. First of all, it can be stated that the state fulfils its obligation to maintain the institutions arising from the right to education and at the same time it creates the opportunity for non-state institutions to operate, thereby fulfilling the freedom to choose a school. Accordingly, it can be stated that the state fulfils the obligation “to act” to ensure the conditions for realisation of education, however, further analysing the present education policy of Hungary, fulfilment of the state’s obligation “to refrain/to tolerate” raises concerns.
Keywords: right to education, teaching, learning, obligation to maintain the institutions, freedom to choose an institution
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