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Page history last edited by N.Tóth Ágnes 3 years, 4 months ago

http://www.incluped.eu;

toth.agnes@ppk.elte.hu

 

Megjelent a Változó professzió, változó tanárképzés c. tanulmánykötet, ami megvásárolható a NYME- PSZK-ban illetve a

Szombathely, Berzsenyi tér 2. sz. alatti Könyvesboltban.

 

változó_professzió_változó_tanárképzés.pdf

 

 

The changing profession, changing teacher training

edited by Ágnes N. Tóth

 

Preface

 

The studies in this volume – as indicated by its title – will familiarize the reader with some professional challenges of the twenty-first century, both educational and pedagogical.

     Its first chapters deal with the near past and the present of pedagogue-training, mostly teacher-training, pointing out its deficiencies as well. The unconcealed aim of the authors of these chapters is to provide the reader with possibly the most comprehensive orientation through their pieces about the traditions of pedagogue-training, its past and present-day legal environment, professional contradictions, and the role of pedagogical and psychological subjects played in education.

     We put a great emphasis on dealing with the characteristics of teachers’ way of thinking, and – in the form of accounts on researches – the practical training of future specialists, and also the teachers’ need for professional development.

     In the second part of the book, we focus on some of the educational and tutoring questions of the pedagogical profession that need innovation, and which in our opinion have enormous significance these days – regarding the enhancement of the schools’ efficiency.  In these chapters we touch upon the learning process and one of the educational methods currently considered as the most up-to-date (cooperative techniques). Apart from the theoretical and practical difficulties of becoming a researcher-pedagogue, we devote an individual chapter to familiar upbringing and factors encumbering education.

     The contents outlined allow our book to be beneficially used by those who take part in teachers’ master training as well.

Szombathely/Hungary 08-12-2011                                                                               The Editor

 

 

CONTENTS

CHAPTER 1. László Bokkon: BASIC TRENDS OF CHANGES IN DOEMSTIC  TEACHER TRAINING (1945 – 2010)11

Teacher training between 1945 and 1997. 15 

Teacher training between 1997 and 2005. 24 

Teacher training from 2005 to present day. 31 

REFERENCES.. 51

 

CHAPTER 2. János Iker: Teacher training and further training (2006-2010)53

The current situation and associated disputes. 54 

The practice in schools. 63 

A teacher’s career model. 71 

Further training of teachers. 73 

REFERENCES.. 88

 

CHAPTER 3ZsuzsannaVirághné Szalai:The coherent (semestral) program of practice for the teachers’ master course at the university of Western Hungary. 90

The identification of activity performers over the practice. 97 

Methods for evalutang the practice-leading trainer in charge of the practice semester. 106 

REFERENCES.. 107

 

CHAPTER 4LászlóBokkonThe situation of pedagogicum in teacher training (Findings of a researchi)108

Mentors about the students, students about the teachers. 109 

REFERENCES.. 130

 

CHAPTER 5Ildikó Köcséné SzabóSome cognitive factors of the process of becoming a teacher.. 131

The knowledge of a teacher. 133 

System of evaluation, reflection – the tool of development, a bridge between theory and practice. 144 

The process of becoming a teacher, phases of life in a teacher’s career  150 

Some correlations of emotions and thinking. 152 

REFERENCES.. 154

 

CHAPTER 6KatalinSimonLearning-methodology. 158

The characteristics of learning and its determinant fields in professional literature. 159 

The features of homework. 162 

Factors affecting the efficiency of learning. 163 

History of individual learning. 178 

REFERENCES.. 186

 

CHAPTER 7Balázs BakóCooperative learning.. 191

Introduction. 191 

New roles of the schools and cooperative learning. 195 

Cooperative learning and traditional group work. 203 

Conditions and circumstances of the application of group work. 206 

The four basic principles of cooperative learning. 214 

Methods. 219 

REFERENCES.. 222

 

CHAPTER 8Ágnes N. TóthStudents with speicial educational needs.. 224

Learning difficulties, learning disorder. 228 

Learning disability, mental disability. 229 

Disorders in integration and behavioural disorders. 235 

Disorders in the development of learning ability. 236 

Learning specifications of children hindered in learning. 243 

Talented students. 249 

REFERENCES.. 252

 

CHAPTER 9László TóthResearch methodology – pedagogical measurement. 255

The pedagogical research. 255 

The interview.. 266

Testing. 269

Research process. 272 

Development of a measurement device. 273

Types of scales. 279 

Statistics. 282 

REFERENCES.. 284

 

CHAPTER 10Árpádné Füredi:The first steps of a teacher in a small research 285

The research problem. 287 

My first research. 291 

Findings. 296 

Conclusion. 301 

REFERENCES.. 303

 

CHAPTER 11Anna SzalayWhat is there below the tip of the iceberg? The fight against negative human-forming processes within the family and in the day-care center.. 305

The health conditions of the family. 306 

The economic situation of the family. 308 

The system of the family. 310 

Roles within the family. 312 

Emotional relations within the family. 314 

Communication within the family. 317 

Morals. 319 

Relation to work. 320 

The effect of the family. 325 

Annex. 326 

REFERENCES.. 332

 

CHAPTER 12 Ágnes N. TóthWork and learning vs. the teacher’s walk of life.. 334

Being a teacher: to learn and to teach. 335 

Qualified teachers among those graduated from NYME.. 339 

An outlook over the labour marke. 341 

Some indicators of career satisfaction. 348 

Summary. 359 

REFERENCES.. 361

 

List of charts.. 363 

List of figures.. 364 

Contents in English.. 369 

 

 

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<a title="Agnes N. Toth" href="https://www.researchgate.net/profile/Agnes_N_Toth/"><img src="https://www.researchgate.net/images/public/profile_share_badge.png" alt="Agnes N. Toth" /></a>

 

MAGYAR PEDAGÓGIA 109. Number 2. 105-120. (2009)

ISSN 0025-0260

 

Ágnes Németh Tóth:

 

Teacher Attitudes and Inclusive Education

 

The inclusive approach is a recent theory, appearing in society, policy and education in the past twenty years in Eastern Europe. The notion of inclusive education is mostly used with regard to the social acceptance of disadvantaged persons, members of ethnic minorities and people with disabilities. The first two of these groups were never assigned to a separate sub-system of education in Hungary, thus applying the idea of inclusiveness to them is a new use of the term. The third groups, students with disabilities, however, were educated in separate institutions, based on medical categorisation, in Eastern Europe. It is a tradition of centuries which does require the idea of inclusion to change it. This study targets a few theoretical and practical dilemmas of differentiating between disabilities and full integration/inclusion. The Hungarian approach is compared to the traditions of other European countries. Also the changes in teachers’ attitudes are examined regarding integration in the last two decades in Hungary. Specifically, teachers’ thinking related to students with special needs and disabled students attending mainstream schools is targeted to identify where teachers are with regard to their readiness for integration. A regional research project on teachers’ opinions was carried out in the Western Transdanubian Region in Hungary in 2007. 170 mainstream teachers in ten different schools were asked to fulfil our questionnaire. All of these schools identify themselves as inclusive institutions in their documents of establishment. The present survey’s outcome faced the Pedagogy Department of NYME with a major challenge, in addition to providing BA degree courses. It also organises postgraduate training courses for in-practice teachers within the region. Research in this area is both unprecedented and extremely valuable. We hope to change the thematic and the topics of the usual postgraduate teacher training courses by providing them with the rudiments on special needs and with information badly needed to identify, redirect and change their attitude towards students with SEN. We will also enhance the courses offered for in-practice colleagues by adding to the range courses on ways to get to know students with SEN and on methods to measure the efficiency of teaching. These two new postgraduate courses are currently undergoing preparation for accreditation.

 

MAGYAR PEDAGÓGIA 109. Number 2. 105-120. (2009) ISSN 0025-0260

Levelezési cím / Address for correspondence: Némethné Tóth Ágnes, Nyugat-magyarországi Egyetem, Savaria Egyetemi Központ. H–9700 Szombathely, Károlyi Gáspár tér 4.

tagnes@mnsk.nyme.hu

 

Full version in Hungarian: 

http://www.magyarpedagogia.hu/document/Nemetne_MP1092pdf.pdf 

 

 

 

 

Comments (1)

N.Tóth Ágnes said

at 5:38 pm on Jun 28, 2009

Ezt az oldalt azoknak hoztam létre, akik több érdeklődést mutatnak, vagy több segítséget igényelnek a tanuláshoz. Itt fogom elhelyezni az egyes tantárgyak tematikáit és előadásvázlatait.
Itt lesznek megtalálhatók a feladatok leírásai, elkészítésükhöz ajánlott segédletek és a minőségi kritériumok.

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