A hazai tanárképzés változásai európai mérlegen
An Analysis of Recent Changes in Hungarian Teacher Education from a European Perspective

Summary/Abstract: According to the author the EU document “Conclusions of the Council and of the Representatives of the Governments of Member States, meeting within the Council on 15 November, for improving the quality of teacher education” correctly sums up the European tendencies and requirements in relation to TE. The article analyses the main points of the document (qualification from a higher education institution, a suitable balance being arrived at between research-based studies and teaching practices, effective early career support, adequate mentoring support throughout one’s career, high quality training in school management and leadership, coherent relationships amongst initial, induction and in-service teacher education, partnerships between schools and teacher education institutions, the acquisition of the abilities necessary for effective teaching, mobility programs relating to teachers, teacher educators and student teachers, and making the teaching profession a more attractive career choice). The Hungarian situation and new developments paint a controversal picture: for example, Hungarian teachers study for eleven semesters to get their qualification, though their induction is not dealt with properly; the coherency between ITE and CPD, mentoring and partnerships can be improved, management training is at a high level, and competences are well defined – yet their effect on the teacher education process brings forth many questions.

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