Master and Disciple

Előszó a pedagógia változásaihoz

2025-01-07T12:38:38+00:00

Megnyitó a Változások a pedagógiában – a pedagógia változása című konferencián

2025-01-07T12:36:37+00:00

Neveléstudományi Konferenica megnyitó beszéde.

Music Education in the Age of Commercial Pop Music

2024-09-22T14:12:43+00:00

As a music teacher, one sees a head-on collision between the school curriculum and young people’s relationship to music. Apart from the work of a few exceptionally talented teachers, music lessons are mostly failures: most of the teachers and students are playing to survive. Education funding worldwide favours the cheapest, most economically viable courses: there is a constant battle to maintain, let alone improve, music education, with artists and teachers constantly having to present arguments of economic viability. Today’s schoolchildren have grown up without their parents singing to them, with only the radio playing from morning to night. High culture is increasingly taking a back seat to mass culture. In Hungary, Kodály’s pedagogical programme, which is linked to Hungarian folk music, and the institutional system that is still in place today, based on the authority of his personality, mean that the situation of music teaching is unique. We will examine how today’s social situation and cultural background differs from Kodály’s time, how the children’s abilities have changed, and what life strategies are possible for them. Kodály found an adequate answer to the pressing questions of his time: to follow his spirit, we must be able to develop paths in the present with the same freedom, strength and sense of reality as he did.

Educational Environment, Virtual Learning Spaces and Game Spaces in Gamified Teaching and Learning

2024-09-29T18:00:56+00:00

Future design and setup of virtual learning spaces will be substantially backed up by understanding the users’ preferences and attitudes. At present, educational researchers in the field of gamified instructional design focus predominantly on the relationship between the reward system, student motivation and performance. Seldom does such research pay attention to student motivation and commitment shaped by the aesthetics and arrangement of the learning spaces created in the virtual gamified educational environment, even though the intimate connection between human activity and space is common knowledge and the producers of highly popular video games such as Super Mario Bros., Professor Layton, and The Legend of Zelda make sure that their designers devise and develop games spaces in accordance with the players’ feedback on aesthetics. In the present article, I address the links between physical educational environments and the game-based learning spaces created in these environments by detailing the outcomes of a small scale longitudinal participatory/ exploratory study undertaken with the aim of calibrating the visual environment of game spaces to befit the needs of users and to support their work endeavours and work ethic. The by-product of the undertaking is an incipient semantic differential scale devised as a potential tool for assessing the aesthetics and appeal of virtual games spaces. The study benefitted from the contributions of 37 first- and second-year university students in the form of focusgroup interviews and diary entries. The outcomes indicate that the visual aesthetics of the game space included in the virtual educational environment can shape the participants’ task preferences. Willingness to act and a commitment to engage with the learning material is linked more to the perceived nature of the reward system.

Application of Environmental Education Knowledge Outside Classroom Teaching

2025-01-07T12:05:54+00:00

The formation of children’s attitudes to the environment starts as early as pre-school, and elementary school education then gives students the opportunity to learn about environmental problems, and helps to develop responsible thinking about environmental protection. Many activities can provide opportunities during and outside of school hours. In our study, we examined which environmental protection topics teachers in the lower grades deal with outside of the classroom, where they are typical, and in how many lessons they appear. The survey was conducted using a questionnaire among teachers teaching in ten schools in the counties of Szabolcs-Szatmár Bereg and Hajdú-Bihar. Our results show that in the subjects taught by the surveyed teachers, knowledge of environmental protection is also present in addition to environmental studies, mostly in Hungarian language and literature, technology and lifestyle, and visual culture subjects in all four grades. The interviewed teachers use environmental protection topics in a larger number of lessons in the classroom than outside the classroom. Outside the classroom, teachers mostly teach the relevant environmental protection topics in sports, technology and planning, ethics, and environmental knowledge. Those teachers who responded spend the most hours working outside of school in the forest school programme. The most common environmental protection topics are: air and water pollution, waste collection, and the everyday life of birds and trees.

Several Aspects of the Teacher Training Students of the State Elementary School in Nyíregyháza Between 1914–1961

2024-08-29T15:16:33+00:00

In this study, I seek to examine the personal factors /students/ of the Nyíregyházi State Elementary Folk School Teacher Profile between 1914 and 1961. At the beginning of the study, I examine the development of teacher training and organizational changes in teacher training. I then present the students’ analysis to the reader. When examining students, I present the number of enrolled and qualified students. In different periods, the ministry tried to influence the number of students per class due to overtraining. I will reveal the institute’s actions in this regard. The proportion and number of dropouts will be analyzed. In the study, I try to reveal the reasons for trainees dropping out and teachers’ struggles to retain them. After that, I analyze the religious distribution of students between 1914 and 1948. In the study, I discuss the social origin of students, examining the distribution of parents according to occupation. In the period between 1914 and 1948, I examine the parent society of the school’s location, and map the contours of the influential parent groups. After that, I present the distribution of the students according to their place of residence and the school’s enrollment area. I cover the distribution according to mother tongue and the students’ previous studies. At the end of the thesis, I examine the admission procedure of the students at the institute.

The The Importance of the Mentor–Mentee Relationship in Trainee Teachers’ Professional Development

2024-09-09T20:54:14+00:00

The role of the mentor in the development of a trainee teacher during their teaching practice is a crucial one. As Malderez (2024) points out, the mentor’s role has several aspects, including scaffolding the mentee’s thinking to help them develop effective decision-making, providing a model of professionalism in the classroom, enabling the mentee to understand the relevance of the ideas of others, providing practical advice, and also, introducing the mentee into the profession, in particular in the school in which they are teaching. Moreover, Malderez (2024) underlines the role of the mentor in providing emotional support and supporting the mentee as a person. The present study will look at how the relationship with their mentors affected the experience of 15 teacher trainees of English as a foreign language during their long and short teaching practices. The study relies on in-depth qualitative interviews done online shortly after the trainees had graduated. The interviews lasted around one hour and were transcribed and analysed for theme (Saldana, 2021). The results show not only that the experience of the trainee teachers with their mentors was mixed but also what the trainees themselves were looking for in a mentor. It is hoped that this study can further the understanding of this crucial relationship and perhaps assist both mentors and mentees in the future.

Investigating the Linguistic-Logical Abilities of Students Involved in Teacher Training

2024-09-18T18:04:52+00:00

Examining the logical value of statements using the rules of formal logic often reveals differences from the common linguistic interpretation. However, for a more successful interpretation of school curricula, the tools of formal logic are needed, so it is very worthwhile to investigate formal logical thinking among students in teacher education. In this paper, our empirical research on the Peirce operation (more commonly known as the neither...nor operation) is emphasized. Specifically, we investigated the difficulties of interpreting the Peirce operation in the implication group and tried to identify how students confuse this operation structure with other three-variable logical compositions. In addition, we investigated the empirical distance between the interpretations of different three-variable statements. This was primarily an attempt to assess the extent to which statements with completely different structures in terms of formal logic are distinguished in student interpretations. This is particularly important for commutative operational structures, as it is directly related to the reversal of the order of subordinate clauses in common linguistic phrases. Our findings show that the students’ results are good when it comes to conjunction operations, but that there is still considerable room for improvement in the case of implicational operational structures.

Innovation Efforts at the Apor Vilmos Catholic University, or How to Recreate Our Concept of the Richness of Teachability

2024-09-11T11:17:07+00:00

The purpose of our higher education pedagogy course development is to update the content and methodology of the Pedagogy course, placing it on an evidence-based footing, to create elaborate lesson plans, to test work methods, and to monitor students’ knowledge and attitude, as well as their professional autonomy. By creating an active learning environment during the renewal of content and methodology, students build up their knowledge and professional orientation, and deepen their capacity for self reflection during task-oriented and activity-centered learning. The research questions of our pilot was the following: How can kindergarten teachers and early childhood education students be effectively prepared for the changed role of the teacher? Does the methodologically and content-modernized educational environment, and education based on interactivity, increase students’ interest and involvement? The planned development helps to adapt to the rapidly changing challenges of the environment, enabling us to rethink the main values of the education system.

Preventive Approaches to School Conflicts

2025-01-07T12:32:20+00:00

Children and teachers spend a lot of time at school. Good relationships and good communication are vital for well being. How can teacher's communication be effective? What techniques are available to teachers in their daily work? What methods can be used to reduce conflicts in schools? Parents, the community and legislators have high expectations of schools and teachers. Teaching and learning tasks are constantly expanding to meet the needs of society and the labour market. Success in today’s world depends on being aware of one’s own interests and goals. This highly individualistic attitude is promoted by parents, advertising and the media, but it is not always the case in schools, where all members of a classroom community have to adapt. In the classroom, group work and cooperation are essential to solve individual tasks. The pedagogical goals include the development of social and emotional competences and cooperation skills. The study focuses on social-emotional and cooperative skills training (Second step, Klarigo, Lubo) published in the American and German literature. It also highlights the use of restorative techniques and non-violent communication as conflict management methods.

Picture Book For Inclusion

2025-01-07T12:10:35+00:00

Managing the phenomenon of disability in schools primarily requires the willingness and awareness of teachers and, at the same time, their attitude towards the majority of pupils. Spontaneous interactions between pupils, positive attitudes and pupils’ attitudes towards people with disabilities are formed through direct and indirect experiences. Inclusive education provides opportunities for learners to have direct experiences, while literature can play an important role in indirect experiences. Picture books can be considered a primary source of awareness-raising tools, as they reflect everyday life, expand children's knowledge, offer them new narrative experiences of disability and help them develop relevant vocabulary. There is a growing number of children’s books featuring disabled characters, which can be used in inclusive education to promote acceptance of mainstream children. Children’s literature researchers agree that the quality of a book is evaluated by its text and illustrations. Teachers’ tasks include determining the purpose for which a book is to be used and, in addition to evaluating the portrayal of a particular disabled character, making a conscious choice of book. The selection of good quality picture books should be made with educational and pedagogical objectives in mind. In our study, we look at aspects of the use of picture books in inclusive classrooms. We present a selection of messages in inclusive children’s literature, the impact of the synergy of text and image on the reader, and two criteria for the selection of books that can help teachers to find the picture book that best meets their pedagogical goals.

"Important events which look real” – History Handbooks of Kolos Vaszary (1832-1915)

2024-09-24T21:52:44+00:00

The name of archbishop and cardinal Kolos Vaszary (1832 1915) usually appears in church history works as an opponent of the church policy measures of the first Sándor Wekerle government. It is less well known that before becoming the head of the Hungarian Church (1891), Vaszary, who taught History and Geography in many places (Komárom, Pápa, Esztergom, Győr, Pannonhalma) was the first Benedictine monk to hold a diploma, and wrote several handbooks for students. He also taught Győző Concha (historian), Gábor Baross (politician) and his direct successor in the archbishopric, János Csernoch. Vaszary’s name is missing from the vast majority of works dealing with the pedagogy of the period and the history of History as a subject. My paper takes a position supporting the importance of Vaszary as a textbook author, examining his works as a primary source. The later cardinal played a role in popularizing the works of Mihály Horváth during the period of neo-absolutism, and as a young teacher he already started a series of historical pamphlets (Youth Plutarch) and organized self-education circles. In the era, Vaszary recognized the significance of Sigismund of Luxemburg’s rule in a way that was far from self-evident, but his attention and interest also extended to military history and the 19th-century national reform assemblies. His two main works are the World History published in 1863 and the History of Hungary published in 1865. The chapters with maps, beginning with a “geographic overview” of the individual territories and empires, can be characterized as demonstrating a thorough knowledge of sources and didactic awareness, which are defining elements of our Hungarian history teaching to this day.

“Where a Crystal Steams”

2024-09-08T20:42:17+00:00

In my thesis, I examined how well reader-centered literature teaching and bibliotherapy align with each other through four research questions. My theoretical premise is that the methods and tools of bibliotherapy are largely already in use in literature education. What is missing is the awareness and purposeful application of these methods. By comparing the literature, I found that both reader-centered literature teaching and developmental bibliotherapy place the reader at the center of their activities. They focus on the changes that texts initiate in the “users.” Their goals, strategies, and methodological repertoire are almost identical. I also conducted a survey to determine whether teachers in Hungarian literature-teaching practices consciously apply a reader-centered model and, in parallel, use bibliotherapeutic methods. My respondents consciously apply the mentioned pedagogical model and consider emotional and moral education, as well as personality development, as their primary tasks. If they had more knowledge about bibliotherapy, they would take further steps to renew their pedagogical practice. The two disciplines are not overlapping, but I wanted to highlight the need to examine the interaction between the two fields. It is important to observe how literature classes can be put at the service of students’ personality development, shifting the focus from literary history to reader-centered activities.

Parental Support and Religious Education.

2024-09-16T20:35:02+00:00

In previous research we have investigated the role of family support on several occasions. Our most recent paper on this topic examined family support in general. Our aim was to build a comprehensive picture of which family actors are prominent in student support and in which areas this support is particularly felt. A striking finding of our work was that the support function of the family as a source of worldview and philosophy of life appeared expressis verbis in relatively few responses, and the support function of the family as a source of identity was also more likely to be implicit in the responses. We considered it important to continue our research and to take our ideas further on this topic, which is important for teacher training at Catholic universities. Our study is an attempt to present the experience of first-year students at Pázmány Péter Catholic University, and how the young teacher candidates have experienced family support in the practice of religion in their lives so far. Our aim is to explore, within the framework of our abilities, what sort of family support our students have received in this field, and to explore how the university can contribute to it: what support can it provide in practising religion and deepening faith, and why is this important in Catholic teacher education.

The Homeland of Education

2024-09-08T21:42:57+00:00

The ‘homeland of education’ approach could be a new departure for educational theory and practice after the discussion of the profession at the turn of the millennium. Since then, in a disintegrating European culture, the role of education has increasingly been assigned to that of preserving the homeland, and even the world, and of animating society. This is also the statute of the ‘homeland of education’, the map of which today brings us to a discussion of the role of centres at the crossroads of development paths. In the absence of institutional structures adapted to the new challenges, emergency solutions are only the top of the increasingly painful wounds of education. In the ‘homeland of education’, the new generation of professional training courses often emerge before their kinship with the relations between education and pedagogy has been settled. The institutionalisation of the nursery and teaching professions in the 20th century, and then teacher training, which opened the door to the liberal arts paradigm, is characterised by multidisciplinarity that draws on the accelerated development of the ‘human sciences’ in the modern era. The fundamental issue of the humanities paradigm is the competition between theory and practice for effectiveness. This focuses attention on the role of the adaptivity of knowledge. To identify the intersection of adaptivity and normativity, it is also important to look back to the first half of the 20th century. The map of the ‘homeland of education’ brings us to Esztergom, where we can discuss the present of teacher education pathways.

Pedagogical Tools And Methods For Inclusive Education

2024-09-08T20:31:42+00:00

The aim of inclusive education is to provide appropriate learning pathways and opportunities for all students, taking into account children’s individual abilities, special educational needs and specific requirements. By building on learners’ strengths, educators increase their self confidence and motivation, thus helping them to overcome barriers to learning (Seligman et al), Furthermore, promoting positive emotions reduces stress and anxiety about learning, particularlyfor learners with special educational needs (Norrish et al., 2013). Seligman’s approach also highlights the importance of developing resilience, which is crucial in an inclusive educational setting (Varga 2012, Seligman, 2011. Where this is done through subject integration, it can also be easily integrated into the curricular framework. Experiencing a sense of community and strengthening social connections can further enhance the social inclusion of marginalised learners, supporting the objectives of inclusive education. This paper presents tools and techniques explored through desk research to support inclusive learning for students in secondary education. Overall, the integration of positive education into inclusive education provides an opportunity to improve the mental health of students with special educational needs emphasize their strengths and strengthen community relationships. In this way, education not only improves students’ academic outcomes but also significantly enhances their overall well-being, contributing to the success of inclusive education.

Burnout Syndrome in Pedagogical Professions and Its Prevention Through Poetry Therapy

2024-09-09T22:20:17+00:00

Burnout syndrome is assumed to be the primary reason for those in pedagogy to quit the profession, and is considered a well-researched and international problem, albeit with specific national variations. After two decades teaching at universities, collecting experiences in teachers training and education, we seek to subsume the symptoms of burnout especially in educational professions. The study describes the most important phenomena of burnout syndrome in pedagogical professions, and examines possible way to prevent it with help from therapeutical poetry methods. A series of literary therapeutic sessions seeks to develop deeper self-acknowledgement, to strengthen resilience and the handling of distress and to develop emotional regulation mechanisms. Based on the point of view of self care, Jung’s theory of archetypes, and the subsuming experience of narrative psychology and positive psychology, the study researches complex methods of burnout prevention in literary therapy. The interdisciplinary theoretical part is followed by a subsumption of the first practical experiences. The text is a shorted and modified version of a final thesis handed in for Poetry Therapy Studies at the Catholic Péter Pázmány University.

A Terminological Journey Around Integrated Education

2024-09-08T15:00:44+00:00

It is a principle that the state of development of a society is largely determined by the way it treats the downtrodden, the vulnerable, and the marginalised. Attitude, thought and communication are all closely linked. Our thinking determines our communication, but language and communication (especially mass communication) also influence our thinking. This effect and counter-effect can also be felt in relation to the judgement of people who need remedial educational assistance, where the term ‘disability’ itself, or the designation of the population concerned, reflects societal attitudes to people with disabilities (see for example World Day of the Disabled). On the other hand, the efforts of the field and education policy have also had a perceptible influence on social attitudes through the use of legal and specialised terminology (see e.g. special educational needs). Last but not least, we must not forget the specific process whereby the terminology of injuries and impairments accepted and used in a given period becomes increasingly pejorative over time (see e.g. debilis, imbecillis, idiot). The paper invites the reader on a ‘terminological journey’, analysing terminological issues and problems through the analysis of three pairs of concepts: difference and diversity, disability and special educational needs, and integration and inclusion.

The Role of Notebook Work in the First Eight Years of the Waldorf school

2024-09-06T16:30:28+00:00

The peculiarity of Waldorf pedagogy’s epochal education requires that children prepare to create an epochal booklet that also serves as their textbook. The purpose of notebook work accompanied by drawing is to record, deepen, and experience the teaching material, and to internalize newly acquired knowledge through artistic experience. In my study, I present and analyze notebooks produced by a Waldorf school class over eight years, focusing on visual education. I was a Waldorf teacher between 2015 and 2023 at the Vác Waldorf Elementary School. During these eight years, I took photos of the notebooks made by the children in my class (writing, reading, arithmetic, literature, grammar, history, mathematics, geometry, biology, chemistry, physics, and geography). By analyzing the children’s artwork, I attempt to demonstrate the possibilities presented by the act of drawing as a learning tool, if incorporated into the teaching-learning process. The longitudinal study also explains how the teaching-learning methodology changes with age. As the children get older, their drawing skills develop, and the dimension of their visual communication expands. Expressive works of art, study drawings, maps, explanatory drawings, decorative motifs, and texts form a whole, in the service of learning.

Let's Recreate with Your Camera

2024-09-23T10:02:58+00:00

Working with children or adults with severe and multiple disabilities is often a challenge for both teachers and social workers. Educational as well as art therapy methods often rely on verbal communication. There is a definite need for methods developed for people with limited language code. The training, which included theory and practice in art therapy methods for people with severe and multiple disabilities, was held at the St Elisabeth Nursing Home in Ipolytölgyes. The unique element of the training was that after the theoretical blocks, participants could have first hand experience of the methods just learned with the help of our participative assistants: the residents of the institution, who were familiar with the given method. People who have a limited verbal code to communicate often have a rich visual imagination and like to take photographs. On the final day of the training, we visited the Vasarely Museum, where each participant had an experiential expert partner to work together on the task given by the trainers. The task was to rethink the artworks they had seen: to create new images using the partner(s) as part(s) of the new artwork and make photos of their creations. This task provided a basis for avoiding a subordinate relationship, and to work instead as mutual and equal partners. Vasarely’s art inspired the participants, and in many cases, in addition to the initial pairs, the photographer who recreated the image chose one or more models from the entire group of participants to create a composition that harmonised or complemented the colours and shapes of the original works.

Social and Emotional Abilities of Special Education Students in Light of Social Expectations

2024-09-26T11:09:49+00:00

It is a societal expectation that public education institutions function as centers for the development of social and emotional learning. Teachers play a key role in creating a school environment that supports students’ social and emotional development; their social competence affects not only the students but also their own well-being. One of the greatest challenges today is the proper adaptation to the rapidly changing socio-economic environment. The most important condition for flexible adaptation is a high level of emotional competence. Based on the results of the presented study, we can gain insight into what resources special education teacher students (N: 251) have for this role. The results may assist teacher training programs in better supporting the process of becoming a teacher, a key part of which is the development of students’ personalities and the fostering of their social and emotional abilities.