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The aim of the study is to reveal those problems which affect the beginners’ role and which came from the dis/function" /> <title>(PDF) Teacher Education and its Reflection | Julianna Mrazik - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/13173407/Teacher_Education_and_its_Reflection" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '04eca283cd87f77be92866d598a6d757659962b2'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1733258688000); window.Aedu.timeDifference = new Date().getTime() - 1733258688000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"This paper focuses on recent problems of Hungarian student-teachers preparing for their career, from the point of view of training. The aim of the study is to reveal those problems which affect the beginners’ role and which came from the dis/function of teacher education. Supposedly, the nucleus of the would-be-teachers’ problems is interconnected with low prestige of the profession, existence, skills and material or professional uncertainty. Another crucial issue is the impact of the teacher education, the efficacy of the training. The aim of this paper is to investigate the real obstacles of the efficiency of teacher education, what these problems are, how stressful they are and how they impact the student-teacher’s self-confidence. It has also an actuality, since teacher training stands before a changeover and still the transition between the former traditional and the BA and MA levels of higher education has not yet been examined, so these remarks can also add somewhat to the forthcoming teacher training program and – at the collective level – to the identification of issues important to the community of teachers, would-be-teachers and both in-service teachers and educators","author":[{"@context":"https://schema.org","@type":"Person","name":"Julianna Mrazik"}],"contributor":[],"dateCreated":"2015-06-22","dateModified":"2015-06-22","headline":"Teacher Education and its Reflection","image":"https://attachments.academia-assets.com/37968611/thumbnails/1.jpg","inLanguage":"en","keywords":["Teacher Training","Competence","In service Teacher Education"],"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"pte"}],"thumbnailUrl":"https://attachments.academia-assets.com/37968611/thumbnails/1.jpg","url":"https://www.academia.edu/13173407/Teacher_Education_and_its_Reflection"}</script><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/single_work_page/loswp-102fa537001ba4d8dcd921ad9bd56c474abc201906ea4843e7e7efe9dfbf561d.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/body-8d679e925718b5e8e4b18e9a4fab37f7eaa99e43386459376559080ac8f2856a.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/button-3cea6e0ad4715ed965c49bfb15dedfc632787b32ff6d8c3a474182b231146ab7.css" /><link rel="stylesheet" media="all" 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window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":13173407,"created_at":"2015-06-22T06:17:28.183-07:00","from_world_paper_id":null,"updated_at":"2021-01-15T18:47:39.614-08:00","_data":{"abstract":"This paper focuses on recent problems of Hungarian student-teachers\npreparing for their career, from the point of view of training. The aim of the study is to\nreveal those problems which affect the beginners’ role and which came from the\ndis/function of teacher education. Supposedly, the nucleus of the would-be-teachers’\nproblems is interconnected with low prestige of the profession, existence, skills and\nmaterial or professional uncertainty. Another crucial issue is the impact of the teacher\neducation, the efficacy of the training. The aim of this paper is to investigate the real\nobstacles of the efficiency of teacher education, what these problems are, how stressful\nthey are and how they impact the student-teacher’s self-confidence. It has also an\nactuality, since teacher training stands before a changeover and still the transition\nbetween the former traditional and the BA and MA levels of higher education has not yet\nbeen examined, so these remarks can also add somewhat to the forthcoming teacher\ntraining program and – at the collective level – to the identification of issues important to\nthe community of teachers, would-be-teachers and both in-service teachers and\neducators"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Teacher Education and its Reflection","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [28856788]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":37968611,"attachmentType":"pdf"}"><img alt="First page of “Teacher Education and its Reflection”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/37968611/mini_magick20190227-11534-17livms.png?1551265256" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Teacher Education and its Reflection</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="28856788" href="https://pte.academia.edu/JuliannaMrazik"><img alt="Profile image of Julianna Mrazik" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/28856788/8200135/10817293/s65_julianna.mrazik.jpg" />Julianna Mrazik</a></div><div class="ds-work-card--detail"></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">This paper focuses on recent problems of Hungarian student-teachers preparing for their career, from the point of view of training. The aim of the study is to reveal those problems which affect the beginners’ role and which came from the dis/function of teacher education. Supposedly, the nucleus of the would-be-teachers’ problems is interconnected with low prestige of the profession, existence, skills and material or professional uncertainty. Another crucial issue is the impact of the teacher education, the efficacy of the training. The aim of this paper is to investigate the real obstacles of the efficiency of teacher education, what these problems are, how stressful they are and how they impact the student-teacher’s self-confidence. It has also an actuality, since teacher training stands before a changeover and still the transition between the former traditional and the BA and MA levels of higher education has not yet been examined, so these remarks can also add somewhat to the forthcoming teacher training program and – at the collective level – to the identification of issues important to the community of teachers, would-be-teachers and both in-service teachers and educators</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":37968611,"attachmentType":"pdf","workUrl":"https://www.academia.edu/13173407/Teacher_Education_and_its_Reflection"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":37968611,"attachmentType":"pdf","workUrl":"https://www.academia.edu/13173407/Teacher_Education_and_its_Reflection"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="37968611" data-landing_url="https://www.academia.edu/13173407/Teacher_Education_and_its_Reflection" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="52624673" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/52624673/Teachers_Problems_Teachers_Problems_What_is_Considered_as_a_Problem_among_the_Main_Teacher_Activities_by_Hungarian_Teachers">Teachers-Problems-Teachers' Problems: What is Considered as a Problem, among the Main Teacher Activities, by Hungarian Teachers</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="46805248" href="https://pte.academia.edu/JMrazik">Julianna Mrazik</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Online Submission, 2009</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Teachers-Problems-Teachers' Problems: What is Considered as a Problem, among the Main Teacher Activities, by Hungarian Teachers","attachmentId":69800821,"attachmentType":"pdf","work_url":"https://www.academia.edu/52624673/Teachers_Problems_Teachers_Problems_What_is_Considered_as_a_Problem_among_the_Main_Teacher_Activities_by_Hungarian_Teachers","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/52624673/Teachers_Problems_Teachers_Problems_What_is_Considered_as_a_Problem_among_the_Main_Teacher_Activities_by_Hungarian_Teachers"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="13173858" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/13173858/Problems_of_Hungarian_Teachers_in_the_state_education_sector_in_a_changing_world">Problems of Hungarian Teachers in the state education sector in a changing world</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="28856788" href="https://pte.academia.edu/JuliannaMrazik">Julianna Mrazik</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The research with the working title ‘Problems of Hungarian Teachers of Public Education—In a Changing World’ focuses on gathering the recent problems of teachers on the basis of their preferences in the classroom environment. The aim of the study is to reveal the real troubles of Hungarian educators in the state education sector, the nature of these problems and how they affect the formative role of the teacher. We supposed that the nucleus of the problem is connected with skills and material or professional uncertainty. Here we share the related professional literature and the work of the survey and we would like to highlights further ways of making inquiries. The results could be applied mainly in teacher training, especially in the intellectual and existential preparation of students. The first aim of the research was to reveal recent problems of Hungarian teachers. We cannot avoid clarifying the concept of “problem”: the word exists as a category in the theory of science and as a difficulty. We aimed at the informal meaning of the term, not the theoretical one.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Problems of Hungarian Teachers in the state education sector in a changing world","attachmentId":37968852,"attachmentType":"pdf","work_url":"https://www.academia.edu/13173858/Problems_of_Hungarian_Teachers_in_the_state_education_sector_in_a_changing_world","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/13173858/Problems_of_Hungarian_Teachers_in_the_state_education_sector_in_a_changing_world"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="11751201" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/11751201/US_China_Education_Review_ISSN1548_6613_USA_Teachers_problems_teachers_problems_What_is_considered_as_a_problem_among_the_main_teacher_activities_by_Hungarian_teachers">US-China Education Review, ISSN1548-6613, USA Teachers-problems-teachers ’ problems: What is considered as a problem, among the main teacher activities, by Hungarian teachers</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="28856788" href="https://pte.academia.edu/JuliannaMrazik">Julianna Mrazik</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"US-China Education Review, ISSN1548-6613, USA Teachers-problems-teachers ’ problems: What is considered as a problem, among the main teacher activities, by Hungarian teachers","attachmentId":37178997,"attachmentType":"pdf","work_url":"https://www.academia.edu/11751201/US_China_Education_Review_ISSN1548_6613_USA_Teachers_problems_teachers_problems_What_is_considered_as_a_problem_among_the_main_teacher_activities_by_Hungarian_teachers","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/11751201/US_China_Education_Review_ISSN1548_6613_USA_Teachers_problems_teachers_problems_What_is_considered_as_a_problem_among_the_main_teacher_activities_by_Hungarian_teachers"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="41485477" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/41485477/Selected_problems_of_teachers_functioning_in_Central_and_Eastern_Europe_A_Polish_Czech_Slovak_study">Selected problems of teachers’ functioning in Central and Eastern Europe. A Polish-Czech-Slovak study.</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="56833764" href="https://wart.academia.edu/AnnaSzafranskaGajdzica">Anna Szafrańska (Szafrańska-Gajdzica; Gajdzica)</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2017</p><p class="ds-related-work--abstract ds2-5-body-sm">The publication was prepared by representatives of three universities – from Poland, Slovakia and the Czech Republic. The changing social situation and the changes resulting from scientific advancement have caused a growing difference between the preparation for and actual performing of particular professions. In the case of teachers’ work, this becomes especially noticeable as social expectations are aimed not so much at the success of educators but mostly at their appropriate preparation of the young generation. Thus, a teacher is to prepare the young for what they will face in a few years, not for the present situation. School should equip youth with the knowledge and skills which will enable them to solve problems associated with e.g. choosing a career. This brings about different views on the ways of teachers’ education and training. The problem has become of special significance in the period of rapid social, scientific and technical transformations taking place over the last decades. New problems also result from the accession to the European Union. School should be a place where a young person is prepared for making use of what other cultures offer, for fast development of technology and science, with simultaneous appreciation of the native tradition. Therefore, teachers are burdened with many new duties which reach beyond the information and skills they have had so far. The changes introduced by new competences determine the broadening of the scope of teachers’ professional functions. What seems to be the essence of each school reform are the changes taking place in teachers’ activities. All other changes – in legal regulations, in the organization of school work, or in curricula, are of secondary significance. This takes place because the school reality changes according to the reformers’ assumptions only if teachers have necessary qualifications and willingness to implement the assumed transformations. The change should affect the system of teachers’ professional education and training, which ought to alter not only the content-based method of professional work but also teachers’ attitude to their qualifications. In the process of their education, teachers should be equipped with expert knowledge of the subject and practical experience. The discussion on educational models often concerns the proportions in which these elements should appear. The teacher’s profession has always raised emotions due to the possibility of shaping and modelling the young generation. There has been a lot of debates on the personality, authority or power of teachers, various phenomena associated with their didactic work (e.g. “work burnout”), as well as the change in the relation between the teacher and the learner. Another phenomenon concerning the reflections upon the teacher is the “myth of a teacher” – in the past, someone who loves a child’s soul, a social activist rooted in the local environment and acting for others and currently – a specialist and expert in a particular subject. School is not the only and basic source of knowledge for children any longer. Contemporary learners know more and more, but this does not mean that they understand more. Therefore, what seems a chance and a duty of teachers is using children’s resources of information and experience to teach them to think and organize their own experience. At the same time, a crisis of school knowledge co-occurs with the problem of a teacher’s authority – in the past, a teacher was a mentor and a master, who was widely respected due to the acquired knowledge and a high-rank social position.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Selected problems of teachers’ functioning in Central and Eastern Europe. A Polish-Czech-Slovak study.","attachmentId":61656697,"attachmentType":"pdf","work_url":"https://www.academia.edu/41485477/Selected_problems_of_teachers_functioning_in_Central_and_Eastern_Europe_A_Polish_Czech_Slovak_study","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/41485477/Selected_problems_of_teachers_functioning_in_Central_and_Eastern_Europe_A_Polish_Czech_Slovak_study"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="39913051" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/39913051/%C3%81GNES_ENGLER_EDINA_KOV%C3%81CS_ZUZANA_CHANASOVA_ANNA_B%C5%81ASIAK_EWA_DYBOWSKA_and_KATARZYNA_SZEWCZUK_Future_professional_plans_of_students_in_teacher_education">ÁGNES ENGLER, EDINA KOVÁCS, ZUZANA CHANASOVA, ANNA BŁASIAK, EWA DYBOWSKA & KATARZYNA SZEWCZUK Future professional plans of students in teacher education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1329481" href="https://unideb.academia.edu/EdinaKov%C3%A1cs">Edina Kovács</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Comparative Research on Teacher Education, 2014</p><p class="ds-related-work--abstract ds2-5-body-sm">In recent years, researches have shown that teachers’ skills are determined by the quality of education. But because of low salaries and wrong school climate students in teacher education tend not to choose teaching as a career in Hungary and in Slovakia. A Hungarian study shows that less talented students are more likely to stay in the teaching profession. According to this study, the gender of a student had a significant effect on choosing teacher training and over 60 percent of male graduates did not remain in the teaching profession. Female students prefer to teach in primary schools in Hungary: almost half of all male students plan to work in a secondary school or higher education. There is a similar situation in Slovakia, which is influenced by the so-called “crisis of the teaching profession”. We are describing which factors have the most positive and the most negative influence on future plans of students in teacher education. Career paths or the lack of career developmentis a very important question both in Slovakia and in Hungary. This study attempts to show how it affects students’ decisions about their future plans. In Poland, in addition to students’ future plans, practical vocational training and self studies and extra-curricular development are key issues as well. Thus, we pay special attention to these issues in the Polish branch of our study. Another important question concerns the way students in teacher training harmonize their professional and private life visions. Traditional feminine roles are particularly difficult to bring into harmony with a career but it seems – in all European countries – teaching is unthreatening to prevailing gender orthodoxies and identities. It is possible for women to be “proper” teachers at the same time as being “proper” women. In Hungary more than a half of male students in teacher training and over 80 percent of female students in teacher training want to stay in a long-term relationship and most of them would definitely like to marry. This study first reviews the issues connected to future professional plans of students in teacher training both in Hungary, in the Slovak Republic and in Poland. Then, our own surveys are presented. The Hungarian research was conducted by CHERD-Hungary, Partium Christian University and the University of Oradea in 2012. This research examined full-time students on a representative sample. The sample size was N = 2 728. Teacher trainees – in bachelor’s and master’s programs – comprise 14 percent of the sample. The Slovak survey interviewed 122 students who study at the Catholic University in Ruzomberok. The Polish research questioned 107 full-time and part-time students in 2013. This survey was conducted among students in teacher training at the Jesuit University Ignatianum in Krakow.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ÁGNES ENGLER, EDINA KOVÁCS, ZUZANA CHANASOVA, ANNA BŁASIAK, EWA DYBOWSKA \u0026 KATARZYNA SZEWCZUK Future professional plans of students in teacher education","attachmentId":60101062,"attachmentType":"pdf","work_url":"https://www.academia.edu/39913051/%C3%81GNES_ENGLER_EDINA_KOV%C3%81CS_ZUZANA_CHANASOVA_ANNA_B%C5%81ASIAK_EWA_DYBOWSKA_and_KATARZYNA_SZEWCZUK_Future_professional_plans_of_students_in_teacher_education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/39913051/%C3%81GNES_ENGLER_EDINA_KOV%C3%81CS_ZUZANA_CHANASOVA_ANNA_B%C5%81ASIAK_EWA_DYBOWSKA_and_KATARZYNA_SZEWCZUK_Future_professional_plans_of_students_in_teacher_education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="45035405" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/45035405/Initial_Teacher_Education_in_Hungary_Issues_Policies_Practices">Initial Teacher Education in Hungary: Issues, Policies, Practices</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="37872478" href="https://kre.academia.edu/CsillaPesti">Csilla Pesti</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3493548" href="https://unideb.academia.edu/MagdolnaChrapp%C3%A1n">Magdolna Chrappán</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2021</p><p class="ds-related-work--abstract ds2-5-body-sm">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.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Initial Teacher Education in Hungary: Issues, Policies, Practices","attachmentId":65586567,"attachmentType":"pdf","work_url":"https://www.academia.edu/45035405/Initial_Teacher_Education_in_Hungary_Issues_Policies_Practices","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/45035405/Initial_Teacher_Education_in_Hungary_Issues_Policies_Practices"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="81184330" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/81184330/The_External_Conditions_of_Teachers_Career_in_Hungary">The External Conditions of Teachers' Career in Hungary</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="69183463" href="https://independent.academia.edu/KSz%C3%A9ll">Krisztián Széll</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Hungarian Educational Researcch Journal, 2014</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The External Conditions of Teachers' Career in Hungary","attachmentId":87317945,"attachmentType":"pdf","work_url":"https://www.academia.edu/81184330/The_External_Conditions_of_Teachers_Career_in_Hungary","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/81184330/The_External_Conditions_of_Teachers_Career_in_Hungary"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="17458103" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/17458103/Professional_Calling_in_Higher_Education_Challenges_of_Teacher_Education_in_the_Carpathian_Basin">Professional Calling in Higher Education. Challenges of Teacher Education in the Carpathian Basin</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1251471" href="https://unideb.academia.edu/T%C3%ADmeaCegl%C3%A9di">Tímea Ceglédi, PhD.</a></div><p class="ds-related-work--abstract ds2-5-body-sm">TABLE OF CONTENTS TEACHER EDUCATION STUDENTS IN CENTRAL AND EASTERN EUROPE (Pusztai, Gabriella & Ceglédi, Tímea) ..........................................................................................7 REFORMS IN TEACHER EDUCATION ............................................................................12 A Phenomenon-based Curriculum for Teacher Education (Moilanen, Pentti) ............................................................................................................12 What Should TE Students Know about the Reality of the Teaching Profession? (Hanesová, Dana) ..................................................................................19 Transformations of the Polish Education System and Paths of Teacher Professionalization in the Light of the Consequences of the 1999 Reform (Farnicka, Marzanna) ..................................................................33 Kindergarten Teachers and Parents – Some Characteristic Features of the Kindergarten System in Hungary (Török, Balázs) .....48 BACKGROUND OF TEACHER EDUCATION STUDENTS .........................................61 Resilient Teacher Education Students. Social Inequalities in Higher Education (Ceglédi, Tímea) ......................................................................61 Teacher Education Students in Minority and Majority Education (Márkus, Zsuzsanna) .......................................................................................................76 Hungarian Teacher Education in Romania in the Light of Minority Learning Paths (Stark, Gabriella Mária) .................................................................86 The Contribution of Secondary Schools to the Choice of Career (Pusztai, Gabriella) ..........................................................................................................98 TEACHER EDUCATION STUDENTS ON CAMPUS ...................................................117 An Analysis of Teacher Education Students’ Child-rearing Values in a Cross-Border Area (Bocsi, Veronika & Morvai, Laura & Csokai, Anita) ...117 Teacher Education Students’ Leisure Activities and State of Health (Kovács, Klára) ..............................................................................................129 Differences between Teacher and Non-Teacher Education Students’ Volunteering (Fényes, Hajnalka) .....................................................139 Teacher Education Students’ International Mobility Plans (Dusa, Ágnes Réka) ........................................................................................................151 PROFESSIONAL IDENTITY FORMATION ...................................................................160 Possible Benefits of Linking Teacher Education with Disadvantage Compensation (Fejes, József Balázs & Szűcs, Norbert & Kelemen, Valéria) .........160 The Effect of Student’s Commitment on Career (Engler, Ágnes) ......167 Teacher Education Students’ and Law Students’ Images of their Profession (Fónai, Mihály) ......................................................................................175</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Professional Calling in Higher Education. Challenges of Teacher Education in the Carpathian Basin","attachmentId":39519441,"attachmentType":"pdf","work_url":"https://www.academia.edu/17458103/Professional_Calling_in_Higher_Education_Challenges_of_Teacher_Education_in_the_Carpathian_Basin","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/17458103/Professional_Calling_in_Higher_Education_Challenges_of_Teacher_Education_in_the_Carpathian_Basin"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="106056553" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/106056553/Initial_and_continuous_teacher_education_system_National_report_Romania">Initial and continuous teacher education system: National report - Romania</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3523522" href="https://unideb.academia.edu/KatalinZoller">Katalin Zoller</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2017</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Initial and continuous teacher education system: National report - Romania","attachmentId":105354787,"attachmentType":"pdf","work_url":"https://www.academia.edu/106056553/Initial_and_continuous_teacher_education_system_National_report_Romania","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/106056553/Initial_and_continuous_teacher_education_system_National_report_Romania"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="39881708" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/39881708/Commitment_and_Preparedness_of_the_Pre_service_Teachers_in_Hungary_and_in_Slovakia">Commitment and Preparedness of the Pre-service Teachers in Hungary and in Slovakia</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1329481" href="https://unideb.academia.edu/EdinaKov%C3%A1cs">Edina Kovács</a></div><p class="ds-related-work--metadata ds2-5-body-xs">HERJ, 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">Related to commitment and preparedness of teachers we can see similar questions and problems all around in Europe. It seems that women's high rate among the students in teacher training, academic achievement, which we can measure by grades or other indicators, and the commitment to the teaching profession are strongly connected to the image of teachers, the status of the teaching profession, and the expectations to the future to be teachers. So the first part of the study overviews how gender of students affects academic achievement and career choices. The second part of the study examines the database created in 2015-supported by International Visegrad Fund-which includes the data of pre-service teachers studying at the Catholic University in Ruzomberok and at the University of Debrecen. My results show that that the image of the teaching profession is different in the two countries: we need further researches to tell what the exact differences are. The study also shows that the Hungarian students evaluate some dimensions of the teaching profession more positively. There are two important aspects: the prestige and the financial opportunities which are better in the opinion of the Slovak students, but these are not affecting their commitment at the first place. The male students in both countries are less attracted to teaching, and the reason cannot be only the relatively low pay, because there were no differences between genders in this item. Instead of it, there are several dimensions-including satisfaction with the teacher training and the vision of future professional development-together are the reasons that male students find other professions more attractive.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Commitment and Preparedness of the Pre-service Teachers in Hungary and in Slovakia","attachmentId":60066359,"attachmentType":"pdf","work_url":"https://www.academia.edu/39881708/Commitment_and_Preparedness_of_the_Pre_service_Teachers_in_Hungary_and_in_Slovakia","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/39881708/Commitment_and_Preparedness_of_the_Pre_service_Teachers_in_Hungary_and_in_Slovakia"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":37968611,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":37968611,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_37968611" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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