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
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
This study presents the approaches of the formation and change of the profession, the possible ways of typology according to the main relevant literature in order to give input to the research on the model of professional development of the teachers working in public education. We chose to examine the traditional, archetypal professsions, like legal and medical professions, and the new profession close to teaching profession: the tutors working in higher education. Through the edification of the change story our aim was to understand the current situation of the teaching profession and the dynamic approach of development. In our study we described the possible determinations in the dimensions of the different attributes of the basic terms and we touched on the different types of professions, the interpretations of the continous professional development (CPD) and learning, the identitites and the differences. We also encountered the models CPD and learning and the aspects of the model creation in different (individual, organisational and system) approaches. At the end of the analysis we raised questions and dilemmas and also formed suggestions to develop and transform the current CPD model based on a holistic stance of individual, organisational and system level approach.
Keywords: profession, professionalisation, semi-profession, deprofessionalisation, reprofessionalisation, knowledge
Teacher continuous professional development is a concept whose content is being shaped by multiple discourses and its meaning is thus still debated (Guskey, 1991; Kelchtermans, 2004; Fraser et al., 2007; Evans, 2014; Kennedy, 2016). As Guskey puts it, the root of the problem lies in the fact that continuous professional development (CPD) can be considered from different perspectives, it can be seen as either ‘macro-level concerns’ or ‘micro-level realities’ (Guskey, 1991). The present study aims to provide an overview of the conceptual change of teacher professional development in the past two decades. To achieve this objective, we summarize the different conceptualisations of continuous professional development, pointing out how this conceptual change has led to understanding professional development (PD) as professional development and learning (PDL) and which new directions of research it has identified in the international study of this subject.
Keywords: teacher professional development and learning, professional identity, models of learning theory, effectiveness