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She received her PhD in 2019 as a Marie Skłodowska-Curie fellow from Eötvös Loránd University and the University of Innsbruck within the framework of the European Doctorate in Teacher Education (EDiTE).<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="external-links-container"><ul class="profile-links new-profile js-UserInfo-social"><li><a class="ds2-5-text-link ds2-5-text-link--small" href="https://csillapesti.academia.edu/"><span class="ds2-5-text-link__content"><i class="fa fa-laptop"></i></span></a></li><li class="profile-profiles js-social-profiles-container"><i class="fa fa-spin fa-spinner"></i></li></ul></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108753536"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108753536/Initial_Teacher_Education_in_Hungary_Issues_Policies_Practices"><img alt="Research paper thumbnail of Initial Teacher Education in Hungary: Issues, Policies, Practices" class="work-thumbnail" src="https://attachments.academia-assets.com/107057347/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108753536/Initial_Teacher_Education_in_Hungary_Issues_Policies_Practices">Initial Teacher Education in Hungary: Issues, Policies, Practices</a></div><div class="wp-workCard_item"><span>Eastern European Journal of Transnational Relations</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Initial teacher education has gone through some radical changes in the past two decades: the two-...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Initial teacher education has gone through some radical changes in the past two decades: the two-cycled, Bologna-type system was introduced in 2006, but a few years later, in 2013 it was restored to the so-called undivided system. In resonance with international trends and national processes and developments, these reforms resulted in the appearance of some new elements in teacher education such as the mentoring system or the use of portfolios, while some other existing components with longer traditions (e.g. the pillar of practice schools) have gained even more importance. This paper aims to summarize and reﬂect on these changes and elements of initial teacher education through a critical pair of lenses, focusing on teacher preparation for lower and upper secondary education (ISCED levels 2 and 3) by contextualizing teacher education and revealing the challenges and progressive elements.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b6713845d13083b36b71d76a741152b3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107057347,"asset_id":108753536,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107057347/download_file?st=MTczMzMwNjExOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108753536"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108753536"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108753536; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108753536]").text(description); $(".js-view-count[data-work-id=108753536]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108753536; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108753536']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 108753536, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b6713845d13083b36b71d76a741152b3" } } $('.js-work-strip[data-work-id=108753536]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108753536,"title":"Initial Teacher Education in Hungary: Issues, Policies, Practices","translated_title":"","metadata":{"abstract":"Initial teacher education has gone through some radical changes in the past two decades: the two-cycled, Bologna-type system was introduced in 2006, but a few years later, in 2013 it was restored to the so-called undivided system. 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class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/93586554/Organisational_Learning_and_Resilience_in_Hungarian_Schools_During_COVID_19_Distance_Education_Study_of_Two_Cases">Organisational Learning and Resilience in Hungarian Schools During COVID-19 Distance Education – Study of Two Cases</a></div><div class="wp-workCard_item"><span>European Journal of Teacher Education</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="93586554"><a 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data-click-track="profile-work-strip-title" href="https://www.academia.edu/87498051/Analysis_of_Learning_Outcome_based_Teacher_Training_Programmes_Development_Experiences_in_Hungary">Analysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the past decade, teacher education has changed twice in Hungary, and the following question ar...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the past decade, teacher education has changed twice in Hungary, and the following question arises in this context: what different patterns can be observed in the teacher education institutions’ pedagogical and psychological modules regarding the learning outcome-based training programme development? To this end, a comparative document analysis has been conducted on the training program documents provided by 7 Hungarian universities. The results have revealed a strong internal coherence only between the goals and the contents of the courses in their descriptions; therefore, besides the professional discourse, it would be important that the learning outcomes are not only formally indicated in these documents.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="87498051"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="87498051"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 87498051; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=87498051]").text(description); $(".js-view-count[data-work-id=87498051]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 87498051; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='87498051']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 87498051, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=87498051]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":87498051,"title":"Analysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary","translated_title":"","metadata":{"abstract":"In the past decade, teacher education has changed twice in Hungary, and the following question arises in this context: what different patterns can be observed in the teacher education institutions’ pedagogical and psychological modules regarding the learning outcome-based training programme development? 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The results have revealed a strong internal coherence only between the goals and the contents of the courses in their descriptions; therefore, besides the professional discourse, it would be important that the learning outcomes are not only formally indicated in these documents.","internal_url":"https://www.academia.edu/87498051/Analysis_of_Learning_Outcome_based_Teacher_Training_Programmes_Development_Experiences_in_Hungary","translated_internal_url":"","created_at":"2022-09-28T09:15:58.508-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37872478,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Analysis_of_Learning_Outcome_based_Teacher_Training_Programmes_Development_Experiences_in_Hungary","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":37872478,"first_name":"Csilla","middle_initials":null,"last_name":"Pesti","page_name":"CsillaPesti","domain_name":"kre","created_at":"2015-11-08T05:39:00.202-08:00","display_name":"Csilla Pesti","url":"https://kre.academia.edu/CsillaPesti"},"attachments":[],"research_interests":[{"id":4455,"name":"Medical Education","url":"https://www.academia.edu/Documents/in/Medical_Education"}],"urls":[{"id":24272452,"url":"https://edit.elte.hu/xmlui/handle/10831/50707"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77940837"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77940837/Initial_Teacher_Education_in_Hungary_Issues_Policies_Practices"><img alt="Research paper thumbnail of Initial Teacher Education in Hungary: Issues, Policies, Practices" class="work-thumbnail" src="https://attachments.academia-assets.com/85160504/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77940837/Initial_Teacher_Education_in_Hungary_Issues_Policies_Practices">Initial Teacher Education in Hungary: Issues, Policies, Practices</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unideb.academia.edu/MagdolnaChrapp%C3%A1n">Magdolna Chrappán</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://kre.academia.edu/CsillaPesti">Csilla Pesti</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Initial teacher education has gone through some radical changes in the past two decades: the two-...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Initial teacher education has gone through some radical changes in the past two decades: the two-cycled, Bologna-type system was introduced in 2006, but a few years later, in 2013 it was restored to the so-called undivided system. In resonance with international trends and national processes and developments, these reforms resulted in the appearance of some new elements in teacher education such as the mentoring system or the use of portfolios, while some other existing components with longer traditions (e.g. the pillar of practice schools) have gained even more importance. This paper aims to summarize and reﬂect on these changes and elements of initial teacher education through a critical pair of lenses, focusing on teacher preparation for lower and upper secondary education (ISCED levels 2 and 3) by contextualizing teacher education and revealing the challenges and progressive elements.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="effdcafedf11b908ba57dddb9840177d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":85160504,"asset_id":77940837,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/85160504/download_file?st=MTczMzMwNjExOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77940837"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77940837"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77940837; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77940837]").text(description); $(".js-view-count[data-work-id=77940837]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77940837; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77940837']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 77940837, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "effdcafedf11b908ba57dddb9840177d" } } $('.js-work-strip[data-work-id=77940837]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77940837,"title":"Initial Teacher Education in Hungary: Issues, Policies, Practices","translated_title":"","metadata":{"abstract":"Initial teacher education has gone through some radical changes in the past two decades: the two-cycled, Bologna-type system was introduced in 2006, but a few years later, in 2013 it was restored to the so-called undivided system. 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data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81478460/School_University_Partnership_Insights_from_an_International_Doctorate_Program_on_Teacher_Education"><img alt="Research paper thumbnail of School University Partnership Insights from an International Doctorate Program on Teacher Education" class="work-thumbnail" src="https://attachments.academia-assets.com/87508050/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81478460/School_University_Partnership_Insights_from_an_International_Doctorate_Program_on_Teacher_Education">School University Partnership Insights from an International Doctorate Program on Teacher Education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://kre.academia.edu/CsillaPesti">Csilla Pesti</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://elte.academia.edu/KhinKhinThantSin">Khin Khin Thant Sin</a></span></div><div class="wp-workCard_item"><span>Eötvös Loránd University (ELTE) – University of Szeged, Hungarian-Netherlands School of Educational Management (SZTE, KÖVI)</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4e4d4f23024c073dbd7701e31a623a83" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87508050,"asset_id":81478460,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87508050/download_file?st=MTczMzMwNjExOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81478460"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81478460"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81478460; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81478460]").text(description); $(".js-view-count[data-work-id=81478460]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget 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dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4e4d4f23024c073dbd7701e31a623a83" } } $('.js-work-strip[data-work-id=81478460]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81478460,"title":"School University Partnership Insights from an International Doctorate Program on Teacher Education","translated_title":"","metadata":{"publisher":"Eötvös Loránd University (ELTE) – University of Szeged, Hungarian-Netherlands School of Educational Management (SZTE, KÖVI)","grobid_abstract":"The volume the reader has in her/his hand or reads on her/his screen is the outcome of a research project realised in 2019 in the framework of the European Doctorate in Teacher Education (EDiTE) project supported by the European Union's Horizon 2020 research and innovation program. 1 As the introduction of this book explains, EDiTE was run by a consortium of five European universities, each of them providing teacher education, and committed to develop a common doctoral program to train researchers interested in the work and education of teachers. The research program presented in this volume was initiated as part of a work package focusing on \"building partnerships\", coordinated by ELTE University, Budapest. It aimed at exploring the role of School-University Partnerships (SUPs) in teacher education and educational development. Cooperation between universities and schools in the field of teacher education can be interpreted as a specific form of the \"knowledge triangle\". 2 This kind of cooperation can provide an ideal framework for linking research, education and innovation in the education sector. Partnership relations between schools and universities can produce various beneficial outcomes. First, and most importantly, they can significantly improve the quality and relevance of university-based teacher education, making it possible for universities to provide the practical training necessary to develop the teaching skills of future teachers. Universities pretend they are capable to train teachers, and most people do not have any doubt in this, but in reality most of them are not, especially when their main mission becomes creating new theoretical knowledge. The skills to teach can be developed only through practicing these skills. Reflecting systematically and scientifically to practice is necessary but this reflection is possible only if teaching practice really occurs. This is why teacher training universities need schools as partners and take the responsibility for educating teachers in cooperation with them. SUPs can also contribute to the improvement of the work of practitioners, especially through improving their innovation, knowledge management and research capacities. Effective SUPs can lead to the emergence of \"researching schools\" or \"professional development schools\" operating as intelligent knowledge producing learning organisations. In many education systems governments try to transform schools into intelligent learning organisations, and one of the most effective ways of doing this is to connect them with universities which have always been defined as knowledge producing institutions. Teachers and schools in continuous interaction with academics wo do theoretical research have higher chances of becoming reflective professionals who are capable to see their own practice beyond the daily routines. Furthermore, SUPs can support high quality educational research as they provide stable institutional frameworks for data collections, case studies, action research initiative, classroom observations, advanced experimentations, impact assessments and other forms of research activities. In these frameworks schools may operate similarly to clinics connected with medical 1 Marie-Sklodowska-Curie grant agreement number: 676452. See the website of the EDiTE project here: http://www.edite.eu 2 See: \"School-university partnership for effective teacher learning.\" Issues Paper for the seminar co-hosted by","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Eötvös Loránd University (ELTE) – University of Szeged, Hungarian-Netherlands School of Educational Management (SZTE, 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81478311"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81478311/Transformative_Teacher_Learning_An_Analysis_of_Transformative_Dimensions_and_Relevance"><img alt="Research paper thumbnail of Transformative Teacher Learning: An Analysis of Transformative Dimensions and Relevance" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81478311/Transformative_Teacher_Learning_An_Analysis_of_Transformative_Dimensions_and_Relevance">Transformative Teacher Learning: An Analysis of Transformative Dimensions and Relevance</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper attempts to present an edifice of the concepts and discourses engaged in defining tran...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper attempts to present an edifice of the concepts and discourses engaged in defining transformative teacher learning (TTL) within the European educational space. 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The relevance of TTL as a transformative approach is in response to the changes associated with the Common European Framework, having its niche in national and transnational education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81478311"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81478311"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81478311; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81478311]").text(description); $(".js-view-count[data-work-id=81478311]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81478311; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81478311']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81478311, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81478311]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81478311,"title":"Transformative Teacher Learning: An Analysis of Transformative Dimensions and Relevance","translated_title":"","metadata":{"abstract":"This paper attempts to present an edifice of the concepts and discourses engaged in defining transformative teacher learning (TTL) within the European educational space. 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We conducted a literature review with a systematic approach with the involvement of 29 studies from European countries, published between 2016 and 2020. Our results have revealed a rather homogeneous pattern of research studies focusing on university-industry collaboration in European countries.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6a10cc9683c36e98a4d4c4f4705e7b30" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87507929,"asset_id":81478297,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87507929/download_file?st=MTczMzMwNjEyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81478297"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81478297"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81478297; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81478297]").text(description); $(".js-view-count[data-work-id=81478297]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81478297; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81478297']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81478297, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6a10cc9683c36e98a4d4c4f4705e7b30" } } $('.js-work-strip[data-work-id=81478297]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81478297,"title":"University-Industry Collaboration as a Drive for Innovation in Europe – a Literature Review with a Systematic Approach","translated_title":"","metadata":{"abstract":"The aim of our study is to systematically review existing literature from the past five years on university-industry collaboration, with a special emphasis on their relation to innovation. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81478278"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81478278/A_pedag%C3%B3gus_professzi%C3%B3_hazai_meg%C3%BAj%C3%ADt%C3%A1s%C3%A1nak_es%C3%A9lyei_a_mesterpedag%C3%B3gus_programok_t%C3%BCkr%C3%A9ben"><img alt="Research paper thumbnail of A pedagógus professzió hazai megújításának esélyei a mesterpedagógus programok tükrében" class="work-thumbnail" src="https://attachments.academia-assets.com/105214056/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81478278/A_pedag%C3%B3gus_professzi%C3%B3_hazai_meg%C3%BAj%C3%ADt%C3%A1s%C3%A1nak_es%C3%A9lyei_a_mesterpedag%C3%B3gus_programok_t%C3%BCkr%C3%A9ben">A pedagógus professzió hazai megújításának esélyei a mesterpedagógus programok tükrében</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Nemzetközi és hazai kitekintésben is jelentősen felértékelődött a pedagógusprofesszió szerepe: a ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Nemzetközi és hazai kitekintésben is jelentősen felértékelődött a pedagógusprofesszió szerepe: a köznevelési rendszer eredményességének egyik legjelentősebb tényezőjeként az oktatáspolitika központi elemévé vált. Ezzel összhangban a hazai Köznevelési Stratégiában is kiemelt szerepet kap a professzió, így kidolgozásra került a pedagógusok életpályamodellje. Az ötfokozatú modell negyedik állomása a mesterpedagógus fokozat. Tanulmányunkban e fokozat potenciális jelöltjei által készített mesterprogramok (n=813) elemzésének eredményeit mutatjuk be a folyamatos szakmai fejlődés, a fejlesztő-újító, az elemző-feltáró és a tudásmegosztó tevékenységek dimenziói mentén. Írásunkat egy átfogó kutatási kérdés megválaszolása vezérli: milyen eredményt terveztek a mesterpedagógusok a mesterprogramokban?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dc85657440940e29aa086e86da77f5e2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105214056,"asset_id":81478278,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105214056/download_file?st=MTczMzMwNjEyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81478278"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81478278"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81478278; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81478278]").text(description); $(".js-view-count[data-work-id=81478278]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81478278; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81478278']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81478278, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dc85657440940e29aa086e86da77f5e2" } } $('.js-work-strip[data-work-id=81478278]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81478278,"title":"A pedagógus professzió hazai megújításának esélyei a mesterpedagógus programok tükrében","translated_title":"","metadata":{"abstract":"Nemzetközi és hazai kitekintésben is jelentősen felértékelődött a pedagógusprofesszió szerepe: a köznevelési rendszer eredményességének egyik legjelentősebb tényezőjeként az oktatáspolitika központi elemévé vált. Ezzel összhangban a hazai Köznevelési Stratégiában is kiemelt szerepet kap a professzió, így kidolgozásra került a pedagógusok életpályamodellje. Az ötfokozatú modell negyedik állomása a mesterpedagógus fokozat. Tanulmányunkban e fokozat potenciális jelöltjei által készített mesterprogramok (n=813) elemzésének eredményeit mutatjuk be a folyamatos szakmai fejlődés, a fejlesztő-újító, az elemző-feltáró és a tudásmegosztó tevékenységek dimenziói mentén. Írásunkat egy átfogó kutatási kérdés megválaszolása vezérli: milyen eredményt terveztek a mesterpedagógusok a mesterprogramokban?","journal_name":"Iskolakultúra","page_numbers":"3-24","publication_date":{"day":null,"month":null,"year":2020,"errors":{}}},"translated_abstract":"Nemzetközi és hazai kitekintésben is jelentősen felértékelődött a pedagógusprofesszió szerepe: a köznevelési rendszer eredményességének egyik legjelentősebb tényezőjeként az oktatáspolitika központi elemévé vált. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81478161"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81478161/Initial_Teacher_Education_in_Hungary_Issues_Policies_Practices"><img alt="Research paper thumbnail of Initial Teacher Education in Hungary: Issues, Policies, Practices" class="work-thumbnail" src="https://attachments.academia-assets.com/87507766/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81478161/Initial_Teacher_Education_in_Hungary_Issues_Policies_Practices">Initial Teacher Education in Hungary: Issues, Policies, Practices</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Initial teacher education has gone through some radical changes in the past two decades: the two-...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Initial teacher education has gone through some radical changes in the past two decades: the two-cycled, Bologna-type system was introduced in 2006, but a few years later, in 2013 it was restored to the so-called undivided system. In resonance with international trends and national processes and developments, these reforms resulted in the appearance of some new elements in teacher education such as the mentoring system or the use of portfolios, while some other existing components with longer traditions (e.g. the pillar of practice schools) have gained even more importance. This paper aims to summarize and reﬂect on these changes and elements of initial teacher education through a critical pair of lenses, focusing on teacher preparation for lower and upper secondary education (ISCED levels 2 and 3) by contextualizing teacher education and revealing the challenges and progressive elements.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="21f7650480bd86d45ce711dc63563807" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87507766,"asset_id":81478161,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87507766/download_file?st=MTczMzMwNjEyMSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81478161"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81478161"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81478161; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81478161]").text(description); $(".js-view-count[data-work-id=81478161]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81478161; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81478161']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81478161, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "21f7650480bd86d45ce711dc63563807" } } $('.js-work-strip[data-work-id=81478161]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81478161,"title":"Initial Teacher Education in Hungary: Issues, Policies, Practices","translated_title":"","metadata":{"abstract":"Initial teacher education has gone through some radical changes in the past two decades: the two-cycled, Bologna-type system was introduced in 2006, but a few years later, in 2013 it was restored to the so-called undivided system. 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wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81478102/Analysis_of_Learning_Outcome_based_Teacher_Training_Programmes_Development_Experiences_in_Hungary">Analysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the past decade, teacher education has changed twice in Hungary, and the following question ar...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the past decade, teacher education has changed twice in Hungary, and the following question arises in this context: what different patterns can be observed in the teacher education institutions’ pedagogical and psychological modules regarding the learning outcome-based training programme development? To this end, a comparative document analysis has been conducted on the training program documents provided by 7 Hungarian universities. The results have revealed a strong internal coherence only between the goals and the contents of the courses in their descriptions; therefore, besides the professional discourse, it would be important that the learning outcomes are not only formally indicated in these documents.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81478102"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81478102"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81478102; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81478102]").text(description); $(".js-view-count[data-work-id=81478102]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81478102; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81478102']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81478102, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81478102]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81478102,"title":"Analysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary","translated_title":"","metadata":{"abstract":"In the past decade, teacher education has changed twice in Hungary, and the following question arises in this context: what different patterns can be observed in the teacher education institutions’ pedagogical and psychological modules regarding the learning outcome-based training programme development? To this end, a comparative document analysis has been conducted on the training program documents provided by 7 Hungarian universities. The results have revealed a strong internal coherence only between the goals and the contents of the courses in their descriptions; therefore, besides the professional discourse, it would be important that the learning outcomes are not only formally indicated in these documents.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}}},"translated_abstract":"In the past decade, teacher education has changed twice in Hungary, and the following question arises in this context: what different patterns can be observed in the teacher education institutions’ pedagogical and psychological modules regarding the learning outcome-based training programme development? To this end, a comparative document analysis has been conducted on the training program documents provided by 7 Hungarian universities. The results have revealed a strong internal coherence only between the goals and the contents of the courses in their descriptions; therefore, besides the professional discourse, it would be important that the learning outcomes are not only formally indicated in these documents.","internal_url":"https://www.academia.edu/81478102/Analysis_of_Learning_Outcome_based_Teacher_Training_Programmes_Development_Experiences_in_Hungary","translated_internal_url":"","created_at":"2022-06-14T08:06:06.465-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37872478,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":40252208,"work_id":81478102,"tagging_user_id":37872478,"tagged_user_id":80508364,"co_author_invite_id":null,"email":"r***1@gmail.com","affiliation":"ELTE","display_order":0,"name":"Nóra Rapos","title":"Analysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary"}],"downloadable_attachments":[],"slug":"Analysis_of_Learning_Outcome_based_Teacher_Training_Programmes_Development_Experiences_in_Hungary","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":37872478,"first_name":"Csilla","middle_initials":null,"last_name":"Pesti","page_name":"CsillaPesti","domain_name":"kre","created_at":"2015-11-08T05:39:00.202-08:00","display_name":"Csilla Pesti","url":"https://kre.academia.edu/CsillaPesti"},"attachments":[],"research_interests":[],"urls":[{"id":21426658,"url":"http://www.zurnalai.vu.lt/acta-paedagogica-vilnensia/article/download/10791/10417"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81478060"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81478060/Student_Teachers_as_Future_Researchers_How_do_Hungarian_and_Austrian_Initial_Teacher_Education_Systems_Address_the_issue_of_Teachers_as_Researchers"><img alt="Research paper thumbnail of Student Teachers as Future Researchers: How do Hungarian and Austrian Initial Teacher Education Systems Address the issue of Teachers as Researchers?" class="work-thumbnail" src="https://attachments.academia-assets.com/87507714/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81478060/Student_Teachers_as_Future_Researchers_How_do_Hungarian_and_Austrian_Initial_Teacher_Education_Systems_Address_the_issue_of_Teachers_as_Researchers">Student Teachers as Future Researchers: How do Hungarian and Austrian Initial Teacher Education Systems Address the issue of Teachers as Researchers?</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://kre.academia.edu/CsillaPesti">Csilla Pesti</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://elte-hu.academia.edu/ErikaKopp">Erika Kopp</a></span></div><div class="wp-workCard_item"><span>Center for Educational Policy Studies Journal</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Even though initial teacher education is a rather short period in comparison to the other phases ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Even though initial teacher education is a rather short period in comparison to the other phases of a teacher’s career, it has a crucial role in shaping student teachers’ career-long activities. Many argue that everyday teaching in a classroom setting is comparable to conducting research, as teachers pursue experimenting with different strategies to teaching and learning, as they reflect on their own as well as their colleagues’ work, and as they make decisions about their future steps based on these experiences. This paper aims to reveal how the concept of teachers as researchers is addressed in initial teacher education programmes by answering two questions: How is the concept of teachers as researchers represented in these programmes? What kind of experiences do student teachers have regarding practice-oriented research? The research has a case study design with a comparative aspect, in which one Hungarian and one Austrian institution offering initial teacher education serve as t...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5a689b507deeb8df6624bb97da6d38b1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87507714,"asset_id":81478060,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87507714/download_file?st=MTczMzMwNjEyMSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81478060"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81478060"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81478060; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81478060]").text(description); $(".js-view-count[data-work-id=81478060]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81478060; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81478060']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81478060, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5a689b507deeb8df6624bb97da6d38b1" } } $('.js-work-strip[data-work-id=81478060]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81478060,"title":"Student Teachers as Future Researchers: How do Hungarian and Austrian Initial Teacher Education Systems Address the issue of Teachers as Researchers?","translated_title":"","metadata":{"abstract":"Even though initial teacher education is a rather short period in comparison to the other phases of a teacher’s career, it has a crucial role in shaping student teachers’ career-long activities. Many argue that everyday teaching in a classroom setting is comparable to conducting research, as teachers pursue experimenting with different strategies to teaching and learning, as they reflect on their own as well as their colleagues’ work, and as they make decisions about their future steps based on these experiences. This paper aims to reveal how the concept of teachers as researchers is addressed in initial teacher education programmes by answering two questions: How is the concept of teachers as researchers represented in these programmes? What kind of experiences do student teachers have regarding practice-oriented research? The research has a case study design with a comparative aspect, in which one Hungarian and one Austrian institution offering initial teacher education serve as t...","publisher":"Faculty of Education, University of Ljubljana","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Center for Educational Policy Studies Journal"},"translated_abstract":"Even though initial teacher education is a rather short period in comparison to the other phases of a teacher’s career, it has a crucial role in shaping student teachers’ career-long activities. Many argue that everyday teaching in a classroom setting is comparable to conducting research, as teachers pursue experimenting with different strategies to teaching and learning, as they reflect on their own as well as their colleagues’ work, and as they make decisions about their future steps based on these experiences. This paper aims to reveal how the concept of teachers as researchers is addressed in initial teacher education programmes by answering two questions: How is the concept of teachers as researchers represented in these programmes? What kind of experiences do student teachers have regarding practice-oriented research? 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108753536"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108753536/Initial_Teacher_Education_in_Hungary_Issues_Policies_Practices"><img alt="Research paper thumbnail of Initial Teacher Education in Hungary: Issues, Policies, Practices" class="work-thumbnail" src="https://attachments.academia-assets.com/107057347/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108753536/Initial_Teacher_Education_in_Hungary_Issues_Policies_Practices">Initial Teacher Education in Hungary: Issues, Policies, Practices</a></div><div class="wp-workCard_item"><span>Eastern European Journal of Transnational Relations</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Initial teacher education has gone through some radical changes in the past two decades: the two-...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Initial teacher education has gone through some radical changes in the past two decades: the two-cycled, Bologna-type system was introduced in 2006, but a few years later, in 2013 it was restored to the so-called undivided system. In resonance with international trends and national processes and developments, these reforms resulted in the appearance of some new elements in teacher education such as the mentoring system or the use of portfolios, while some other existing components with longer traditions (e.g. the pillar of practice schools) have gained even more importance. This paper aims to summarize and reﬂect on these changes and elements of initial teacher education through a critical pair of lenses, focusing on teacher preparation for lower and upper secondary education (ISCED levels 2 and 3) by contextualizing teacher education and revealing the challenges and progressive elements.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b6713845d13083b36b71d76a741152b3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107057347,"asset_id":108753536,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107057347/download_file?st=MTczMzMwNjEyMSw4LjIyMi4yMDguMTQ2&st=MTczMzMwNjExOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108753536"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108753536"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108753536; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108753536]").text(description); $(".js-view-count[data-work-id=108753536]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108753536; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108753536']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 108753536, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b6713845d13083b36b71d76a741152b3" } } $('.js-work-strip[data-work-id=108753536]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108753536,"title":"Initial Teacher Education in Hungary: Issues, Policies, Practices","translated_title":"","metadata":{"abstract":"Initial teacher education has gone through some radical changes in the past two decades: the two-cycled, Bologna-type system was introduced in 2006, but a few years later, in 2013 it was restored to the so-called undivided system. 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data-click-track="profile-work-strip-title" href="https://www.academia.edu/87498051/Analysis_of_Learning_Outcome_based_Teacher_Training_Programmes_Development_Experiences_in_Hungary">Analysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the past decade, teacher education has changed twice in Hungary, and the following question ar...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the past decade, teacher education has changed twice in Hungary, and the following question arises in this context: what different patterns can be observed in the teacher education institutions’ pedagogical and psychological modules regarding the learning outcome-based training programme development? To this end, a comparative document analysis has been conducted on the training program documents provided by 7 Hungarian universities. The results have revealed a strong internal coherence only between the goals and the contents of the courses in their descriptions; therefore, besides the professional discourse, it would be important that the learning outcomes are not only formally indicated in these documents.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="87498051"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="87498051"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 87498051; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=87498051]").text(description); $(".js-view-count[data-work-id=87498051]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 87498051; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='87498051']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 87498051, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=87498051]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":87498051,"title":"Analysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary","translated_title":"","metadata":{"abstract":"In the past decade, teacher education has changed twice in Hungary, and the following question arises in this context: what different patterns can be observed in the teacher education institutions’ pedagogical and psychological modules regarding the learning outcome-based training programme development? 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The results have revealed a strong internal coherence only between the goals and the contents of the courses in their descriptions; therefore, besides the professional discourse, it would be important that the learning outcomes are not only formally indicated in these documents.","internal_url":"https://www.academia.edu/87498051/Analysis_of_Learning_Outcome_based_Teacher_Training_Programmes_Development_Experiences_in_Hungary","translated_internal_url":"","created_at":"2022-09-28T09:15:58.508-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37872478,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Analysis_of_Learning_Outcome_based_Teacher_Training_Programmes_Development_Experiences_in_Hungary","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":37872478,"first_name":"Csilla","middle_initials":null,"last_name":"Pesti","page_name":"CsillaPesti","domain_name":"kre","created_at":"2015-11-08T05:39:00.202-08:00","display_name":"Csilla Pesti","url":"https://kre.academia.edu/CsillaPesti"},"attachments":[],"research_interests":[{"id":4455,"name":"Medical Education","url":"https://www.academia.edu/Documents/in/Medical_Education"}],"urls":[{"id":24272452,"url":"https://edit.elte.hu/xmlui/handle/10831/50707"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77940837"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77940837/Initial_Teacher_Education_in_Hungary_Issues_Policies_Practices"><img alt="Research paper thumbnail of Initial Teacher Education in Hungary: Issues, Policies, Practices" class="work-thumbnail" src="https://attachments.academia-assets.com/85160504/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77940837/Initial_Teacher_Education_in_Hungary_Issues_Policies_Practices">Initial Teacher Education in Hungary: Issues, Policies, Practices</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unideb.academia.edu/MagdolnaChrapp%C3%A1n">Magdolna Chrappán</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://kre.academia.edu/CsillaPesti">Csilla Pesti</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Initial teacher education has gone through some radical changes in the past two decades: the two-...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Initial teacher education has gone through some radical changes in the past two decades: the two-cycled, Bologna-type system was introduced in 2006, but a few years later, in 2013 it was restored to the so-called undivided system. In resonance with international trends and national processes and developments, these reforms resulted in the appearance of some new elements in teacher education such as the mentoring system or the use of portfolios, while some other existing components with longer traditions (e.g. the pillar of practice schools) have gained even more importance. This paper aims to summarize and reﬂect on these changes and elements of initial teacher education through a critical pair of lenses, focusing on teacher preparation for lower and upper secondary education (ISCED levels 2 and 3) by contextualizing teacher education and revealing the challenges and progressive elements.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="effdcafedf11b908ba57dddb9840177d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":85160504,"asset_id":77940837,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/85160504/download_file?st=MTczMzMwNjEyMSw4LjIyMi4yMDguMTQ2&st=MTczMzMwNjExOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77940837"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77940837"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77940837; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77940837]").text(description); $(".js-view-count[data-work-id=77940837]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77940837; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77940837']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 77940837, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "effdcafedf11b908ba57dddb9840177d" } } $('.js-work-strip[data-work-id=77940837]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77940837,"title":"Initial Teacher Education in Hungary: Issues, Policies, Practices","translated_title":"","metadata":{"abstract":"Initial teacher education has gone through some radical changes in the past two decades: the two-cycled, Bologna-type system was introduced in 2006, but a few years later, in 2013 it was restored to the so-called undivided system. 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data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81478460/School_University_Partnership_Insights_from_an_International_Doctorate_Program_on_Teacher_Education"><img alt="Research paper thumbnail of School University Partnership Insights from an International Doctorate Program on Teacher Education" class="work-thumbnail" src="https://attachments.academia-assets.com/87508050/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81478460/School_University_Partnership_Insights_from_an_International_Doctorate_Program_on_Teacher_Education">School University Partnership Insights from an International Doctorate Program on Teacher Education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://kre.academia.edu/CsillaPesti">Csilla Pesti</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://elte.academia.edu/KhinKhinThantSin">Khin Khin Thant Sin</a></span></div><div class="wp-workCard_item"><span>Eötvös Loránd University (ELTE) – University of Szeged, Hungarian-Netherlands School of Educational Management (SZTE, KÖVI)</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4e4d4f23024c073dbd7701e31a623a83" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87508050,"asset_id":81478460,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87508050/download_file?st=MTczMzMwNjEyMSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81478460"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81478460"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81478460; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81478460]").text(description); $(".js-view-count[data-work-id=81478460]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget 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introduction of this book explains, EDiTE was run by a consortium of five European universities, each of them providing teacher education, and committed to develop a common doctoral program to train researchers interested in the work and education of teachers. The research program presented in this volume was initiated as part of a work package focusing on \"building partnerships\", coordinated by ELTE University, Budapest. It aimed at exploring the role of School-University Partnerships (SUPs) in teacher education and educational development. Cooperation between universities and schools in the field of teacher education can be interpreted as a specific form of the \"knowledge triangle\". 2 This kind of cooperation can provide an ideal framework for linking research, education and innovation in the education sector. Partnership relations between schools and universities can produce various beneficial outcomes. First, and most importantly, they can significantly improve the quality and relevance of university-based teacher education, making it possible for universities to provide the practical training necessary to develop the teaching skills of future teachers. Universities pretend they are capable to train teachers, and most people do not have any doubt in this, but in reality most of them are not, especially when their main mission becomes creating new theoretical knowledge. The skills to teach can be developed only through practicing these skills. Reflecting systematically and scientifically to practice is necessary but this reflection is possible only if teaching practice really occurs. This is why teacher training universities need schools as partners and take the responsibility for educating teachers in cooperation with them. SUPs can also contribute to the improvement of the work of practitioners, especially through improving their innovation, knowledge management and research capacities. Effective SUPs can lead to the emergence of \"researching schools\" or \"professional development schools\" operating as intelligent knowledge producing learning organisations. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81478311"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81478311/Transformative_Teacher_Learning_An_Analysis_of_Transformative_Dimensions_and_Relevance"><img alt="Research paper thumbnail of Transformative Teacher Learning: An Analysis of Transformative Dimensions and Relevance" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81478311/Transformative_Teacher_Learning_An_Analysis_of_Transformative_Dimensions_and_Relevance">Transformative Teacher Learning: An Analysis of Transformative Dimensions and Relevance</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper attempts to present an edifice of the concepts and discourses engaged in defining tran...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper attempts to present an edifice of the concepts and discourses engaged in defining transformative teacher learning (TTL) within the European educational space. To address this goal, we developed three open questions: 1) The definition of teacher learning in the 21st century, 2) transformative dimensions of teacher learning in the 21st century, and 3) the relevance of transformative teacher learning in 21st-century education in Europe. Inductive content analysis was applied to interpret the perception of survey-based data. Though inconsistently perceived, the most agreed-upon notion was that as a complex and dynamic process, TTL is a knowledge, skills, and ability development process that exists in response to changes and challenges associated with the emerging dynamics of education. The relevance of TTL as a transformative approach is in response to the changes associated with the Common European Framework, having its niche in national and transnational education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81478311"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81478311"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81478311; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81478311]").text(description); $(".js-view-count[data-work-id=81478311]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81478311; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81478311']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81478311, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81478311]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81478311,"title":"Transformative Teacher Learning: An Analysis of Transformative Dimensions and Relevance","translated_title":"","metadata":{"abstract":"This paper attempts to present an edifice of the concepts and discourses engaged in defining transformative teacher learning (TTL) within the European educational space. 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Though inconsistently perceived, the most agreed-upon notion was that as a complex and dynamic process, TTL is a knowledge, skills, and ability development process that exists in response to changes and challenges associated with the emerging dynamics of education. The relevance of TTL as a transformative approach is in response to the changes associated with the Common European Framework, having its niche in national and transnational education.","internal_url":"https://www.academia.edu/81478311/Transformative_Teacher_Learning_An_Analysis_of_Transformative_Dimensions_and_Relevance","translated_internal_url":"","created_at":"2022-06-14T08:07:53.743-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37872478,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":40252201,"work_id":81478311,"tagging_user_id":37872478,"tagged_user_id":null,"co_author_invite_id":6584625,"email":"n***i@uibk.ac.at","display_order":0,"name":"Nikolett Szelei","title":"Transformative Teacher Learning: An Analysis of Transformative Dimensions and Relevance"},{"id":40252202,"work_id":81478311,"tagging_user_id":37872478,"tagged_user_id":166506356,"co_author_invite_id":null,"email":"d***u@gci.edu.np","display_order":4194304,"name":"Dev Raj Paneru","title":"Transformative Teacher Learning: An Analysis of Transformative Dimensions and Relevance"},{"id":40252203,"work_id":81478311,"tagging_user_id":37872478,"tagged_user_id":54446169,"co_author_invite_id":null,"email":"k***e@rub.edu.bt","affiliation":"Masaryk University","display_order":6291456,"name":"Kinley Seden","title":"Transformative Teacher Learning: An Analysis of Transformative Dimensions and Relevance"},{"id":40252217,"work_id":81478311,"tagging_user_id":37872478,"tagged_user_id":72441829,"co_author_invite_id":null,"email":"w***d@ie.ulisboa.pt","display_order":7340032,"name":"Wiktor Bernad","title":"Transformative Teacher Learning: An Analysis of Transformative Dimensions and Relevance"},{"id":40252280,"work_id":81478311,"tagging_user_id":37872478,"tagged_user_id":4478893,"co_author_invite_id":null,"email":"d***a@gmail.com","affiliation":"Universidad Tecnica Particular de Loja","display_order":7864320,"name":"Deisi Yunga","title":"Transformative Teacher Learning: An Analysis of Transformative Dimensions and Relevance"}],"downloadable_attachments":[],"slug":"Transformative_Teacher_Learning_An_Analysis_of_Transformative_Dimensions_and_Relevance","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":37872478,"first_name":"Csilla","middle_initials":null,"last_name":"Pesti","page_name":"CsillaPesti","domain_name":"kre","created_at":"2015-11-08T05:39:00.202-08:00","display_name":"Csilla Pesti","url":"https://kre.academia.edu/CsillaPesti"},"attachments":[],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":1591,"name":"Transformative Learning","url":"https://www.academia.edu/Documents/in/Transformative_Learning"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81478297"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81478297/University_Industry_Collaboration_as_a_Drive_for_Innovation_in_Europe_a_Literature_Review_with_a_Systematic_Approach"><img alt="Research paper thumbnail of University-Industry Collaboration as a Drive for Innovation in Europe – a Literature Review with a Systematic Approach" class="work-thumbnail" src="https://attachments.academia-assets.com/87507929/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81478297/University_Industry_Collaboration_as_a_Drive_for_Innovation_in_Europe_a_Literature_Review_with_a_Systematic_Approach">University-Industry Collaboration as a Drive for Innovation in Europe – a Literature Review with a Systematic Approach</a></div><div class="wp-workCard_item"><span>AD ALTA: 11/02</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of our study is to systematically review existing literature from the past five years on ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of our study is to systematically review existing literature from the past five years on university-industry collaboration, with a special emphasis on their relation to innovation. We conducted a literature review with a systematic approach with the involvement of 29 studies from European countries, published between 2016 and 2020. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81478278"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81478278/A_pedag%C3%B3gus_professzi%C3%B3_hazai_meg%C3%BAj%C3%ADt%C3%A1s%C3%A1nak_es%C3%A9lyei_a_mesterpedag%C3%B3gus_programok_t%C3%BCkr%C3%A9ben"><img alt="Research paper thumbnail of A pedagógus professzió hazai megújításának esélyei a mesterpedagógus programok tükrében" class="work-thumbnail" src="https://attachments.academia-assets.com/105214056/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81478278/A_pedag%C3%B3gus_professzi%C3%B3_hazai_meg%C3%BAj%C3%ADt%C3%A1s%C3%A1nak_es%C3%A9lyei_a_mesterpedag%C3%B3gus_programok_t%C3%BCkr%C3%A9ben">A pedagógus professzió hazai megújításának esélyei a mesterpedagógus programok tükrében</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Nemzetközi és hazai kitekintésben is jelentősen felértékelődött a pedagógusprofesszió szerepe: a ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Nemzetközi és hazai kitekintésben is jelentősen felértékelődött a pedagógusprofesszió szerepe: a köznevelési rendszer eredményességének egyik legjelentősebb tényezőjeként az oktatáspolitika központi elemévé vált. Ezzel összhangban a hazai Köznevelési Stratégiában is kiemelt szerepet kap a professzió, így kidolgozásra került a pedagógusok életpályamodellje. Az ötfokozatú modell negyedik állomása a mesterpedagógus fokozat. Tanulmányunkban e fokozat potenciális jelöltjei által készített mesterprogramok (n=813) elemzésének eredményeit mutatjuk be a folyamatos szakmai fejlődés, a fejlesztő-újító, az elemző-feltáró és a tudásmegosztó tevékenységek dimenziói mentén. Írásunkat egy átfogó kutatási kérdés megválaszolása vezérli: milyen eredményt terveztek a mesterpedagógusok a mesterprogramokban?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dc85657440940e29aa086e86da77f5e2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105214056,"asset_id":81478278,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105214056/download_file?st=MTczMzMwNjEyMSw4LjIyMi4yMDguMTQ2&st=MTczMzMwNjEyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81478278"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81478278"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81478278; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81478278]").text(description); $(".js-view-count[data-work-id=81478278]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81478278; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81478278']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81478278, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dc85657440940e29aa086e86da77f5e2" } } $('.js-work-strip[data-work-id=81478278]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81478278,"title":"A pedagógus professzió hazai megújításának esélyei a mesterpedagógus programok tükrében","translated_title":"","metadata":{"abstract":"Nemzetközi és hazai kitekintésben is jelentősen felértékelődött a pedagógusprofesszió szerepe: a köznevelési rendszer eredményességének egyik legjelentősebb tényezőjeként az oktatáspolitika központi elemévé vált. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81478161"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81478161/Initial_Teacher_Education_in_Hungary_Issues_Policies_Practices"><img alt="Research paper thumbnail of Initial Teacher Education in Hungary: Issues, Policies, Practices" class="work-thumbnail" src="https://attachments.academia-assets.com/87507766/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81478161/Initial_Teacher_Education_in_Hungary_Issues_Policies_Practices">Initial Teacher Education in Hungary: Issues, Policies, Practices</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Initial teacher education has gone through some radical changes in the past two decades: the two-...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Initial teacher education has gone through some radical changes in the past two decades: the two-cycled, Bologna-type system was introduced in 2006, but a few years later, in 2013 it was restored to the so-called undivided system. In resonance with international trends and national processes and developments, these reforms resulted in the appearance of some new elements in teacher education such as the mentoring system or the use of portfolios, while some other existing components with longer traditions (e.g. the pillar of practice schools) have gained even more importance. This paper aims to summarize and reﬂect on these changes and elements of initial teacher education through a critical pair of lenses, focusing on teacher preparation for lower and upper secondary education (ISCED levels 2 and 3) by contextualizing teacher education and revealing the challenges and progressive elements.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="21f7650480bd86d45ce711dc63563807" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87507766,"asset_id":81478161,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87507766/download_file?st=MTczMzMwNjEyMSw4LjIyMi4yMDguMTQ2&st=MTczMzMwNjEyMSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81478161"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81478161"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81478161; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81478161]").text(description); $(".js-view-count[data-work-id=81478161]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81478161; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81478161']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81478161, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "21f7650480bd86d45ce711dc63563807" } } $('.js-work-strip[data-work-id=81478161]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81478161,"title":"Initial Teacher Education in Hungary: Issues, Policies, Practices","translated_title":"","metadata":{"abstract":"Initial teacher education has gone through some radical changes in the past two decades: the two-cycled, Bologna-type system was introduced in 2006, but a few years later, in 2013 it was restored to the so-called undivided system. 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wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81478102/Analysis_of_Learning_Outcome_based_Teacher_Training_Programmes_Development_Experiences_in_Hungary">Analysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the past decade, teacher education has changed twice in Hungary, and the following question ar...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the past decade, teacher education has changed twice in Hungary, and the following question arises in this context: what different patterns can be observed in the teacher education institutions’ pedagogical and psychological modules regarding the learning outcome-based training programme development? To this end, a comparative document analysis has been conducted on the training program documents provided by 7 Hungarian universities. The results have revealed a strong internal coherence only between the goals and the contents of the courses in their descriptions; therefore, besides the professional discourse, it would be important that the learning outcomes are not only formally indicated in these documents.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81478102"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81478102"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81478102; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81478102]").text(description); $(".js-view-count[data-work-id=81478102]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81478102; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81478102']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81478102, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81478102]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81478102,"title":"Analysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary","translated_title":"","metadata":{"abstract":"In the past decade, teacher education has changed twice in Hungary, and the following question arises in this context: what different patterns can be observed in the teacher education institutions’ pedagogical and psychological modules regarding the learning outcome-based training programme development? To this end, a comparative document analysis has been conducted on the training program documents provided by 7 Hungarian universities. The results have revealed a strong internal coherence only between the goals and the contents of the courses in their descriptions; therefore, besides the professional discourse, it would be important that the learning outcomes are not only formally indicated in these documents.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}}},"translated_abstract":"In the past decade, teacher education has changed twice in Hungary, and the following question arises in this context: what different patterns can be observed in the teacher education institutions’ pedagogical and psychological modules regarding the learning outcome-based training programme development? To this end, a comparative document analysis has been conducted on the training program documents provided by 7 Hungarian universities. The results have revealed a strong internal coherence only between the goals and the contents of the courses in their descriptions; therefore, besides the professional discourse, it would be important that the learning outcomes are not only formally indicated in these documents.","internal_url":"https://www.academia.edu/81478102/Analysis_of_Learning_Outcome_based_Teacher_Training_Programmes_Development_Experiences_in_Hungary","translated_internal_url":"","created_at":"2022-06-14T08:06:06.465-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37872478,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":40252208,"work_id":81478102,"tagging_user_id":37872478,"tagged_user_id":80508364,"co_author_invite_id":null,"email":"r***1@gmail.com","affiliation":"ELTE","display_order":0,"name":"Nóra Rapos","title":"Analysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary"}],"downloadable_attachments":[],"slug":"Analysis_of_Learning_Outcome_based_Teacher_Training_Programmes_Development_Experiences_in_Hungary","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":37872478,"first_name":"Csilla","middle_initials":null,"last_name":"Pesti","page_name":"CsillaPesti","domain_name":"kre","created_at":"2015-11-08T05:39:00.202-08:00","display_name":"Csilla Pesti","url":"https://kre.academia.edu/CsillaPesti"},"attachments":[],"research_interests":[],"urls":[{"id":21426658,"url":"http://www.zurnalai.vu.lt/acta-paedagogica-vilnensia/article/download/10791/10417"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81478060"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81478060/Student_Teachers_as_Future_Researchers_How_do_Hungarian_and_Austrian_Initial_Teacher_Education_Systems_Address_the_issue_of_Teachers_as_Researchers"><img alt="Research paper thumbnail of Student Teachers as Future Researchers: How do Hungarian and Austrian Initial Teacher Education Systems Address the issue of Teachers as Researchers?" class="work-thumbnail" src="https://attachments.academia-assets.com/87507714/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81478060/Student_Teachers_as_Future_Researchers_How_do_Hungarian_and_Austrian_Initial_Teacher_Education_Systems_Address_the_issue_of_Teachers_as_Researchers">Student Teachers as Future Researchers: How do Hungarian and Austrian Initial Teacher Education Systems Address the issue of Teachers as Researchers?</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://kre.academia.edu/CsillaPesti">Csilla Pesti</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://elte-hu.academia.edu/ErikaKopp">Erika Kopp</a></span></div><div class="wp-workCard_item"><span>Center for Educational Policy Studies Journal</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Even though initial teacher education is a rather short period in comparison to the other phases ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Even though initial teacher education is a rather short period in comparison to the other phases of a teacher’s career, it has a crucial role in shaping student teachers’ career-long activities. Many argue that everyday teaching in a classroom setting is comparable to conducting research, as teachers pursue experimenting with different strategies to teaching and learning, as they reflect on their own as well as their colleagues’ work, and as they make decisions about their future steps based on these experiences. This paper aims to reveal how the concept of teachers as researchers is addressed in initial teacher education programmes by answering two questions: How is the concept of teachers as researchers represented in these programmes? What kind of experiences do student teachers have regarding practice-oriented research? The research has a case study design with a comparative aspect, in which one Hungarian and one Austrian institution offering initial teacher education serve as t...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5a689b507deeb8df6624bb97da6d38b1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87507714,"asset_id":81478060,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87507714/download_file?st=MTczMzMwNjEyMSw4LjIyMi4yMDguMTQ2&st=MTczMzMwNjEyMSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81478060"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81478060"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81478060; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81478060]").text(description); $(".js-view-count[data-work-id=81478060]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81478060; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81478060']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81478060, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5a689b507deeb8df6624bb97da6d38b1" } } $('.js-work-strip[data-work-id=81478060]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81478060,"title":"Student Teachers as Future Researchers: How do Hungarian and Austrian Initial Teacher Education Systems Address the issue of Teachers as Researchers?","translated_title":"","metadata":{"abstract":"Even though initial teacher education is a rather short period in comparison to the other phases of a teacher’s career, it has a crucial role in shaping student teachers’ career-long activities. 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