Title: Weaving the threads of a continuum: teacher education in Hungary from the perspective of European developments
Source document: Studia paedagogica. 2017, vol. 22, iss. 4, pp. [131]-149
Extent
[131]-149
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2017-4-7
Stable URL (handle): https://hdl.handle.net/11222.digilib/137672
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
This paper aims to examine to what extent and how teacher education in Hungary reflects contemporary European policy and research developments with regard to the continuum of teacher education, meaning the overarching unity of initial teacher education, induction, and continuing professional development. First, the paper examines European policy documents to identify patterns and themes related to the continuum concept. Based on the specific analysis, a framework was developed to explore the continuum of teacher education and this was employed in the case of Hungary. Drawing from a content analysis of official documents and in-depth interviews with national policy experts and teacher educators as well as focus groups with teachers, the paper continues by analysing the development of teacher education in Hungary from the introduction of the Bologna reforms in 2005 to the restoration of undivided initial teacher education in 2012 and the implementation of a new system for the teacher career path in 2013. The findings indicate that while Hungary has adopted several structural elements related to the continuum which reflect European thinking, a lack of interconnections among the different phases of teacher education is apparent.
Note
The paper is part of the European Doctorate in Teacher Education (EDiTE) project that has received funding from the European Union's Horizon 2020 research and innovation programme under Marie Sklodowska-Curie grant agreement number 676452.
References
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[25] Sági, M., & Varga, J. (2012). Teachers. In Z. Loboda, É. Balász, M. Kocsis, & I. Vágó (Eds.), Education in Hungary 2010 (pp. 99–110). Budapest: Hungarian Institute for Educational Research and Development.
[26] Schratz, M. (2014). The European teacher: Transnational perspectives in teacher education policy and practice. CEPS Journal, 4(4), 11–26.
[27] Stéger, C. (2014a). Review and analysis of the EU teacher-related policies and activities. European Journal of Education, 49(3), 332–347. | DOI 10.1111/ejed.12089
[28] Stéger, C. (2014b). State of play in teacher education in Hungary after the Bologna reforms. Budapest: Eötvös University Press.
[29] Tatto, M. T. (2011). Reimagining the education of teachers: The role of comparative and international research. Comparative Education Review, 55(4), 495–516. | DOI 10.1086/661769
[30] Vidović, V. V., & Domović, V. (2013). Teachers in Europe – Main trends, issues and challenges. Croatian Journal of Education, 15(3), 219–250.
[31] Yin, R. K. (2009). Case study research: Design and methods. Los Angeles: Sage Publications.
[2] Batory, A. (2010). Kin-state identity in the European context: Citizenship, nationalism and constitutionalism in Hungary. Nations and Nationalism, 16(1), 31–48. | DOI 10.1111/j.1469-8129.2010.00433.x
[3] Börzel, T., & Risse, T. (2003). Conceptualising the domestic impact of Europe. In K. Featherstone & C. Radaelli (Eds.), The politics of Europeanization (pp. 57–82). Oxford: Oxford University Press.
[4] Bryman, A. (2012). Social research methods. Oxford: University Press.
[5] Caena, F. (2014). Comparative glocal perspectives on European teacher education. European Journal of Teacher Education, 37(1), 106–122. | DOI 10.1080/02619768.2013.845165
[6] Cedefop. (2016). Application of learning outcomes approaches across Europe: A comparative study. Luxembourg: Publications Office.
[7] Council of the European Union. (2009). Council conclusions on the professional development of teachers and school leaders. 2978th Education, Youth and Culture Council meeting, November 26, 2009, Brussels.
[8] Council of the European Union. (2014). Conclusions on effective teacher education. Education, Youth, Culture and Sport Council meeting, May 20, 2014, Brussels.
[9] Dale, R. (2009). Contexts, constraints and resources in the development of European education space and European education policy. In R. Dale & S. Robertson (Eds.), Globalisation and Europeanisation in education (pp. 23–43). Didcot: Symposium Books.
[10] Devos, G., Ekholm, M., Kofod, K., Louis, K. S., Moos, L., Schratz, M., & van Velzen, B. (2012). Political culture and educational reform. In K. S. Louis & B. van Velzen (Eds.), Educational policy in an international context: Political culture and its effects (pp. 6–27). New York: Palgrave Macmillan.
[11] European Commission. (2007). Improving the quality of teacher education. Communication from the Commission to the Council and the European Parliament. Retrieved from http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52007DC0392
[12] European Commission. (2015). Shaping career-long perspectives on teaching: A guide on policies to improve Initial Teacher Education. Luxembourg: Publications Office of the European Union.
[13] European Doctorate in Teacher Education (EDiTE). (2014). Teacher education and teacher education policies in the European Union. Paper presented at the Final conference and seminar, July 3–4, 2014, Budapest. Retrieved from http://www.fmik.elte.hu/wp-content/uploads/2014/06/EDiTE_Budapest-conference_Issues-Paper_2014071.pdf
[14] Eurydice. (2016). Hungary: Continuing professional development for teachers working in early childhood and school education. Retrieved from https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Hungary:Continuing_Professional_Development_for_Teachers_Working_in_Early_Childhood_and_School_Education
[15] Gassner, O. (2010). ENTEP and European teacher education: Policy issues since 2000. In O. Gassner, L. Kerger, & M. Schratz (Eds.), The first ten years after Bologna (pp. 13–42). Bucharest: Editura Universităţii din Bucureşti.
[16] Government Decree 111/1997, VI. 27., Korm. rendelet a tanári képesítés követelményeiről [Government Decree on teacher qualification requirements]. (1997). Retrieved from http://www.art.pte.hu/sites/www.art.pte.hu/files/files/menuk/dokument/admin/szabalyzatok/torveny/111-1999.pdf
[17] Government Decree 326/2013, VIII. 30., Korm. rendelet a pedagógusok előmeneteli rendszeréről és a közalkalmazottak jogállásáról szóló 1992. évi XXXIII. törvény köznevelési intézményekben történő végrehajtásáról [Government Decree on the system of promotion of teachers and on the implementation of the XXXIII. Act on the status of civil servants (year 1992) in public education institutions]. (2013). Retrieved from https://net.jogtar.hu/jr/gen/hjegy_doc.cgi?docid=a1300326.kor
[18] Grek S., & Lawn, M. (2009). A short history of Europeanizing education: The new political work of calculating the future. European Education, 41(1), 32–54. | DOI 10.2753/EUE1056-4934410102
[19] Halász, G. (2015). Education and social transformation in Central and Eastern Europe. European Journal of Education, 50(3), 350–371. | DOI 10.1111/ejed.12130
[20] Kotschy, B. (2012). Changes of regime in teacher training in Hungary between 1990 and 2010. In A. Nemeth & S. Ehrenhard (Eds.), Lehrerbildung in Europa (pp. 41–57). Frankfurt am Main: Peter Lang Internationaler Verlag der Wissenschaften.
[21] Mayring, P. (2000). Qualitative content analysis. Retrieved from http://www.qualitativeresearch.net/index.php/fqs/article/view/1089/2385
[22] OECD. (2005). Teachers matter – Attracting, developing and retaining effective teachers. Paris: OECD Publishing.
[23] OECD. (2015). Education policy outlook: Hungary. Paris: OECD Publishing.
[24] Rasmussen, P. (2009). Lifelong learning as social need and as policy discourse. In R. Dale & S. Robertson (Eds.), Globalisation and Europeanisation in education (pp. 85–99). Didcot: Symposium Books.
[25] Sági, M., & Varga, J. (2012). Teachers. In Z. Loboda, É. Balász, M. Kocsis, & I. Vágó (Eds.), Education in Hungary 2010 (pp. 99–110). Budapest: Hungarian Institute for Educational Research and Development.
[26] Schratz, M. (2014). The European teacher: Transnational perspectives in teacher education policy and practice. CEPS Journal, 4(4), 11–26.
[27] Stéger, C. (2014a). Review and analysis of the EU teacher-related policies and activities. European Journal of Education, 49(3), 332–347. | DOI 10.1111/ejed.12089
[28] Stéger, C. (2014b). State of play in teacher education in Hungary after the Bologna reforms. Budapest: Eötvös University Press.
[29] Tatto, M. T. (2011). Reimagining the education of teachers: The role of comparative and international research. Comparative Education Review, 55(4), 495–516. | DOI 10.1086/661769
[30] Vidović, V. V., & Domović, V. (2013). Teachers in Europe – Main trends, issues and challenges. Croatian Journal of Education, 15(3), 219–250.
[31] Yin, R. K. (2009). Case study research: Design and methods. Los Angeles: Sage Publications.