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 3. ZsuzsannaVirághné 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 4. LászlóBokkon: The situation of pedagogicum in teacher training (Findings of a researchi)108
Mentors about the students, students about the teachers. 109
REFERENCES.. 130
CHAPTER 5. Ildikó Köcséné Szabó: Some 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 6. KatalinSimon: Learning-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 7. Balázs Bakó: Cooperative 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 8. Ágnes N. Tóth: Students 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 9. László Tóth: Research 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 10. Árpádné 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 11. Anna Szalay: What 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. Tóth: Work 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
" target="">Google Scholar:
<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.
You don't have permission to comment on this page.