Tanárkepzésés a Bologna-folyamat
Teacher Training and the Bologna Process

Summary/Abstract: The two issues – of teacher training and of the Bologna process, respectively – operate separately, though are not independent of each other. The Bologna process is marked by declarations of European education policy-makers, by national legal regulations, things that are monitored by national and European information agencies. Teacher training, however, is a set of more complex national processes, which are embedded in cultural traditions had by diverse national education systems, in different demographic and economic tendencies, while all are driven by different national/institutional interests. The author of this article endeavours to describe some of the changes that the Bologna process has introduced in teacher training (structural changes, changes in student mobility, diversities within Bologna policies in national systems) and also tries to interpret some of the ‘messages’ of Bologna relating to teacher training (what standardization, learning outcomes and transparency actually means, and how ‘relevant knowledge’ is to be understood in this field). The author concludes that the Bologna process is a kind of common challenge for national education systems – and for different sectors of higher education as well. It is an opportunity to redefine special education fields (teacher training amongst them) within the context of mass higher education, and to find creative solutions connecting with new needs inherent in a changing educational world.

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