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A szakmai tanárok módszerei szociológiai megközelítésben
Our study examines which teaching methods are the most common among professional and potential teachers in the economic and agricultural sector. Questions were asked regarding what kind of experiences they have had with innovative and interactive methods used in Hungarian vocational education. Neither the interview nor the questionnaire aimed to address pedagogical-methodological questions, as it is accepted that these methods are generally working well in practice according to the professionals. Instead, our study deals with the social background of the application of these innovative methods: which characteristics of the educational institutions and which attributes of the professionals help or hinder the application of innovative methods. We set up regression models, furthermore we analyse the interview summaries through social network analysis. The social network analysis showed that institutional system problems interfere with the daily usage of these innovative teaching methods, and professional communication is sometimes difficult between the teachers interviewed. The multiple regression analysis revealed that the ‘sector/profession’ quasi-independent variable in the case of all teaching methods is significant, but the ‘teaching experience/age’ influences the application of some methods that build upon reflection or interactivity. In addition, the findings are related to the opinions of the institution’s infrastructural equipment or the teacher’s participation in professional trainings.
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The purpose of the work. The research is analyzing features associated with the proliferation of web quest technology as a form of interactive self-study of documentation for future students of documentation: their types, structure, impact on the quality of future practice. Methodology of research is to apply the theoretical methods (documentary analysis, analytical and synthetic processing of information, comparison) revealed and summarize handling of problems related features using web quests in education, changes in the content of vocational education, improving of the educational process in which as a result of increasing the proportion and the importance of independent work. The scientific novelty of this work is as follows:consider your web quest as an interactive form of independent work of students of the future of documentation, which affect the process of preparation for future practice, develop project task of independent work on discipline “Administrative Documentation”, based on the results of the analytical study certain issues in professional field that is logical and com-positional design, executed with the proliferation of terms related Internet resources which focused on the results obtained during the simulation game aimed at training up the Web quests work has materializes in the form of multimedia presentation, whose function is to highlight research activities of students, their results in the performance of individual work. Conclusions. It should be noted that Web quests enhance activation of students’ self-education and self-study. The main significance of this is allowed activation in the process of creative direction future students of documentation to expand the scope of information and presentation of feeling, form and improve certain cognitive abilities, the ability to separate receive and apply knowledge in practice.
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At the turn of the 20th and 21st century, it turned out that the social competences of teachers are as important as those that have so far been emphasized and described extensively, i.e. content-based, psycho-pedagogic and didactic-methodical competences. Nowadays, special attention is paid to the fact that a teacher who has mastered assertiveness, empathy, cooperation, ability to build authority, ease of communication or effective coping in stressful situations is properly prepared for work in the kindergarten and primary school. It is at the beginning of education that children and pupils should find such a teacher-guide in the world of education, which with their knowledge, skills and first of all personality will make them passionate to deepen their knowledge and improve their skills.
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The article discusses the activities and motives of the donators who have made efforts and resources for the well-being of their contemporaries. Specific examples are given in this regard. It is pointed how such a gesture can lead to a lasting development of the educational and cultural life in the community.
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The text shows the opportunities that create the high school for a successful career for their alumni. Different learning elements, that support the post-learning relaization process, are mentioned.
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Although the Kadar regime still used official statistics to boast about the economy and society, the regime started to decline at the turn of 1970s/1980s. The ‘School of the Future’ movement that started in the mid-70s served partly as a sign of the vitality of the regime, and partly as a facade of the decline. Two actors took the leading roles in the movement: the National Planning Office and the Hungarian Academy of Sciences. The article points out that there was also a third party, which has been almost forgotten: educational researchers under the umbrella of the Academy. The latter tried to combine two standpoints: that of the Planning Office (more efficient vocational training) with that of the Academy (a more academically based curriculum for schools). Though the researchers did not succeed in combining the opposite approaches, their efforts to create a compromise between more effective vocational training and more successful general training is still an unsolved question today, and offers many lessons.
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Hans-Uwe Otto (ed.): Facing Trajectories from School to Work. Springer, 2015, Cham. XII + 394 p.)
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Tanulmányunkban az új oktatási törvény nyomán megvizsgáljuk a Babeş-Bolyai Tudományegyetem Pedagógia és Alkalmazott Didaktika Intézetét, megalakulásának előzményeit, szerkezeti felépítését, tevékenységkörét és jövőjét a vezető pozícióban lévő oktatókkal készített interjúk, illetve résztvevő megfigyelés tapasztalatai alapján.
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Research work forming the basis of the article was undertaken between 2007 and 2010. The vocational training system was being radically redesigned in the the time period from when the article was written up until it was published; the number of students forced to go to vocational schools will swell by 2 or 3 times more, while “teaching” time, becoming principally study – alongside work, will be reduced to 3 years. In this article we argue that by the use of sensitive and modern pedagogical tools the vocational training school student could become integrated into labor market and thus saved from being shut out of society. Now, in this new and not yet researchable situation, we can only advise persons planning the new vocational system to show some selfrestraint and take the arguments outlined in this article into consideration.
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Blue-collar workers are missing everywhere in developed economies. Unlike other countries, in Hungary ‘shortage-job’ became a technical term used by laws in the past few years. Decisions relating to 10 ‘shortage jobs’ in each of the 7 regions are taken every year by regional development and training committees. The policy objective is that more students are trained for shortage-jobs by guaranteed apprentices in shortage-jobs, where there is a higher salary. The main questions the study explores are as follows: Is there really a shortage with shortage jobs? What are these like - and what are students being trained for shortage-jobs like? What might be reasons for a labour market shortage? What consequences might there be as regards regulations dealing with shortages in the labour market both in the short run and in the long run?
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This article presents the role of civil professional organizations and social partners within the VET system. It describes the operations of advisory and decision-making bodies. The study reviews the relations of these organizations and sees how they are embedded in the network of other organizations; and it gives the education sector’s view of the consultation system. This paper notes a number of dysfunctions in how these bodies operate. The general opinion is that consultative bodies play only a formal role in decision-making. However, the surveyed organizations consider the current system of social dialogue important In modern democracies, the state generally aims at the institutionalization of public policy, which excludes constraints, ensures consensus and enforces agreements.
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Review of: Lesley Scanlon [ed]: „Becoming a Professional” – An Interdisciplinary Analysis of Professional Learning.; Springer, 2011, Dordrecht. 262 p. by: Dobos Ágota
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The article The particular role of a woman and her vocation in modern times is an attempt to present the vocation of a woman and her unique role in the background of the present-day world. Author relaying on a woman’s vocation that is described in the Bible moves on to specifying her vocation as a Divine gift, and further to the description of her role and duties which are supposed to taken up. After analyzing the Scriptures Author proposes the following thesis – the fundamental vocation of a woman is love and following from it – motherhood. From this primary Divine intention result specific duties which she ought to realize in the modern world. Among them the most important are: upbringing for peace, married love and safeguarding of life and its suitable transmission. Author observes that among numerous menaces should be noticed: pro-abortion thinking, contraception which is a remedy of all feministic movements which are trying to put on an equal footing to both of the sexes at all costs in their function and duties. A woman who fulfills herself in love can be deprived of her dignity which she was endowed with by the Creator. A contemporary woman-mother must rediscover her identity in love that flows out of her heart. This current of love can include all human beings striving for the motherly warmth and tenderness of her hands ,which in turn gives the sense of trust and security.
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The documents of the Church have repeatedly and categorically stated that parents constitute the first subject responsible for the upbringing of the children, but they should always be supported by school and other institutions. The school is not only an institution where knowledge is acquired, but it is also a community where people meet. Since parents are heavily involved in the dialogue between the teacher and the student, then it must be added that people should especially appreciate schools that offer a major support to parents in the sphere of the fulfillment of the responsibility of upbringing. In Christian education it is essential for a child to reach the height of humanity, thanks to the actions of parents, the school and the church. In the modern postmodernist culture, in the era of secularization and dismantling of the deposit of faith, in the period of consumerism, hedonism and easy lifestyle (living as if God did not exist) – it is not the description of reality that decides about the future, but the testimony of life and an authentic Christian identity of the master and the disciple. Hence continual training and self-education, and constant enrichment of their teaching methods and their personality are necessary for teachers, who by undertaking the service of teaching should fulfill both religious, moral and essential requirements. Teachers in a catholic school should bear in mind that that they are Christian teachers and that is why they should be the witnesses of the faith. Their identity is constituted at the same time by the mission given to them by the Church, by the necessary knowledge, mature personality and deepened spirituality. While talking about catholic school one must not forget that this school is supposed to form Catholics aware of their vocation and their place both in the Church and the modern world. Hence it is necessary to carefully select teachers who will work in catholic schools. These should be the teachers who are guided not only by their professional competence, educational and teaching skills, but also by their ethic virtues and practising the sacramental life.
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Postulating expectations regarding one's professional future represents an important segment of career decision making,as well as choosing behaviors aimed at fulfilling professional goals. Given the relevance of this topic, the conducted study addressed such expectations among a group of students studying to become educators and teachers. Specifically, 301 students participated in this study and completed instruments designed for measuring their core self-evaluations, self-perceived employability, career decision self-efficacy and vocational outcome expectations. In doing so, the goal of the study was to investigate the contributions of core self-evaluations, self-perceived employability and career decision self-efficacy to students' vocational outcome expectations. The obtained results indicated core self-evaluations, self-perceived employability and career decision self-efficacy as statistically significant predictors of vocational outcome expectations. In addition, the contributions of core self-evaluations and self-perceived employability to students'expectations were mediated by their career decision self-efficacy. These findings confirm and extend previous knowledge related to the relevance of beliefs regarding own abilities and characteristics for vocational outcome expectations and may be informative for future research as well as career development counseling programs.
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Judicial profession in the contemporary world is facing unprecedented challenges: its growing importance in the society; integration of the international law into domestic legal systems; development of new forms of crimes and different issues related to the intense global flow of people and finances. Additionally, a multi-level legal order of the EU is creating a unique task for the judges in the member-states and in states aspiring tobecome members. Consequently, the need for systematic and intense education of judges was recognized as a necessity, even formally in the Treaty of Lisbon. Given that this subject is insufficiently researched and due to limited academic sources, this paper is mostly based on research of primary resources. This article provides a short overview of the development of general principles of judicial education under the auspices of the UN and CoE documents. Secondly, focus is shifted onto the EU standards, established through the formal documents and functioning of the EU institutions and bodies. The situation in said field in Bosnia and Herzegovina is explained, with an emphasis on pre-accession demands and challenges. Finally, the paper encompasses proposals for and concrete and feasible steps that can be taken in the direction of reaching the described EU standards, which is actually the main aim of this paper.
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