Search results for: Hungary
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Analyzing Mentor Narratives of Reflective Practice: A Case for Supporting Adult Learning in Hungarian Initial Teacher Education
In this paper, the authors outline findings from a research project on mentor teachers’ conceptualizations and strategies of mentoring novice teachers for reflective practice. The study was conducted with the aim to explore the qualitatively different ways in which mentor teachers conceive of mentoring for reflective practice and also how they translate this into actual mentoring strategies. They interviewed 10 senior mentor teachers who are certified mentors at Hungarian primary and secondary schools. The transcripts were analyzed using a phenomenographic approach. Mentor teachers were found to oscillate between fragmented and cohesive conceptions of mentoring for teaching with varying levels of integrating the notion of reflective practice and addressing mentees as adult learners. Based on the results a structure of conceptualizations and strategies was created.
Updated: Jul. 14, 2021
Relationships of New Teachers’ Beliefs and Instructional Practices: Comparisons Across Four Countries
This study investigates the relationship between new teachers' beliefs about instruction and teaching practices. It also discusses some possible reasons for the relationships between teacher beliefs and teacher practices within national and international contexts. To examine the relationships between new teachers’ beliefs and their instructional practices, the authors selected new teachers in four OECD countries including Hungary, Korea, Norway, and Turkey. The findings showed that the instructional practices of new teachers from the four selected countries were neither consistent nor aligned with their beliefs about instruction. One of the reasons for this result may be that new teachers’ self-reported instructional practices might differ significantly from their actual performance.
Updated: May. 05, 2015
The authors discuss the dynamic interaction between global policy and knowledge flows in Hungary and Romania. The authors paid special attention to the appropriation of post-bureaucratic regulation tools and the structural changes enhanced by the knowledge transmitted by the Programme for International Student Assessment (PISA) survey. The authors conclude that the international comparative framework of PISA offers an opportunity to elaborate a differentiated perspective on post-socialist education systems and governance strategies.
Updated: May. 29, 2013
The article describes a cross cultural study of early education professionals regarding their perceptions of status, working conditions, and public appreciation. The study was conducted in Guatemala, Hong, Kong, Hungary, India, Mexico, Peru and the United States. Cross cultural data indicate high agreement on the professionals' perceptions. Participants felt discouraged and unappreciated and needed greater financial and emotional support.
Updated: Jan. 27, 2008