Inkluzív teória integratív gyakorlatban Az integrált oktatás – sajátos nevelési igényű (SNI) tanu... more Inkluzív teória integratív gyakorlatban Az integrált oktatás – sajátos nevelési igényű (SNI) tanulóknak a többségi osztályokban történő tanítása – iskolai keretei hazánkban a rendszerváltás óta adottak. Vizsgálatunk célja annak feltárása, hogy az " együttnevelés " mint tanulócsoport-szervezési forma, másfél évtizeddel annak előíró érvényű (2003) bevezetését követően milyen hatást gyakorol a pedagógiai praxisra: mennyire egységes a pedagógusok szemlélete az integráció tekintetében, és hogyan alkalmazzák a sikeres megvalósításhoz nélkülözhetetlen pedagógusi kompetenciáikat napi tanítási gyakorlatukban. Célunk érdekében 178 gyakorló pedagógus véleményét elemeztük az integráció megítélése, a tanórán alkalmazott oktatási módszerek, a tanulói ellenőrzés-értékelés stratégiái, valamint a speciálisan képzett szakemberekkel való kapcsolattartás terén.
A pedagógusok tanulási attitűdjeit befolyásoló tényezők A pedagógus pályát a társadalmi, politika... more A pedagógusok tanulási attitűdjeit befolyásoló tényezők A pedagógus pályát a társadalmi, politikai és szakmai viták kereszttüzében soha nem látott mértékű érdeklődés övezi, ennek ellenére (vagy éppen ezért) az érintettek szakmai jövőképe borúlátó. Nehezen azonosulnak az előttük álló és egyre sokasodó kihívással, ami erősítheti a pályaelhagyás motivációit. Feltételezésünk szerint a munkahelyi közeggel való elégedettség és a hosszú távú tanulási tervek szorosan kötődnek a szakmai jövőképhez, ami viszont a pályahűség motivációit képes jelezni. Hipotéziseink igazolásához 33 kérdésből álló, saját szerkesztésű (online) adatgyűjtő kérdőívet használtunk, melynek kitöltésére a 2015/2016. tanévben a Nyugat-magyarországi Egyetem Savaria Egyetemi Központjában illetőleg az egri Eszterházy Károly Főiskolán mesterképzésében tanuló, valamint korábban hasonló képzéseken diplomázott pedagógusokat kértünk. Tanulmányunkban a pedagógusok tanulási igényeit vizsgáljuk a szűkebb és tágabb szakmai környezet vonatkozásában, 295 szakképzett, mesterképzésében tanuló, egyben pedagógus munkakörben dolgozó pedagógus, mint válaszadó nyilatkozata alapján.
While teaching different subjects, although teachers have opportunity to deal with politics but t... more While teaching different subjects, although teachers have opportunity to deal with politics but this is not mandatory. Teaching politics can be mainly observed in secondary schools in the local teaching plans of history or ethics. To answer the question that, how stressed is the political science at Hungarian schools, we can say, it is absolutely optional and depends on a given teacher of a given subject.
The practice of pedagogy in the third millennium is struggling to overcome shortcomings that have... more The practice of pedagogy in the third millennium is struggling to overcome shortcomings that have been reiterated by many, ones that still appear to be insurmountable in spite of tremendous efforts made to remedy them, including issues such as the efficiency of schools, the transparency of education, the shortcomings of professional pedagogy, the relations network of schools and their users, early drop-outs and dealing with social disadvantages. Are these anomalies still outstanding debts for contemporary pedagogy to pay? The objective of this study is to put Hungarian efforts in education in a European context just over a decade after EU accession and to identify areas requiring immediate action and to analyse such areas from social, economic and pedagogical aspects. We wish to highlight problem areas to draw the attention of not only the theoretical and practicing experts in the international pedagogy community but also the attention of decision-makers to these issues, thus taking a step closer to tackling these problems.
Key words: shortcomings of education; efficiency of education; accountability of education; teachers’ professionalism; equal opportunities.
The basic tenets of the "inclusive paradigm" in relation to pupils with Special Educational Needs... more The basic tenets of the "inclusive paradigm" in relation to pupils with Special Educational Needs are presented and analyzed in the first section of this paper. Also the findings from recent studies in Greece and Hungary referring to the perceptions of teachers regarding the possibilities of full inclusion of these students in mainstream schools are presented and discussed. Based on these data, at the final section of this paper, we also discuss the likelihood of building and "implementing" an innovative inclusive paradigm in mainstream school system, based on teachers' needs, and the demands and challenges of contemporary social and educational reality.
Hungary, as a middle-east European country
Hungary is a relatively small country in Middle Easter... more Hungary, as a middle-east European country Hungary is a relatively small country in Middle Eastern part of Europe bordering with Austria, Slovakian Republic, the Ukraine, Romania, Serbia, Croatia and Slovenia. Its population is nearly ten million people. A quarter of the population lives in the capital city, Budapest. Hungarian membership of the European Union dates back to 2004. The most remarkable historical vent of the country was the changing of the regime in 1989 when the impact of the Soviet policy including the philosophy of education came to an end.. ‘The new constitution paid tribute to the memory of the Revolution of 1956 by becoming effective on October 23, 1989 and Mátyás Szűrös, as a temporary president of the Parliament proclaimed the establishment of the Hungarian Republic from the balcony of the Houses of Parliament.’ (Bayer, 1996, p.181.) Due to the history, our country can be regarded as a post-communist state with all the achievements and shortcomings in its economy and society.
Inkluzív teória integratív gyakorlatban Az integrált oktatás – sajátos nevelési igényű (SNI) tanu... more Inkluzív teória integratív gyakorlatban Az integrált oktatás – sajátos nevelési igényű (SNI) tanulóknak a többségi osztályokban történő tanítása – iskolai keretei hazánkban a rendszerváltás óta adottak. Vizsgálatunk célja annak feltárása, hogy az " együttnevelés " mint tanulócsoport-szervezési forma, másfél évtizeddel annak előíró érvényű (2003) bevezetését követően milyen hatást gyakorol a pedagógiai praxisra: mennyire egységes a pedagógusok szemlélete az integráció tekintetében, és hogyan alkalmazzák a sikeres megvalósításhoz nélkülözhetetlen pedagógusi kompetenciáikat napi tanítási gyakorlatukban. Célunk érdekében 178 gyakorló pedagógus véleményét elemeztük az integráció megítélése, a tanórán alkalmazott oktatási módszerek, a tanulói ellenőrzés-értékelés stratégiái, valamint a speciálisan képzett szakemberekkel való kapcsolattartás terén.
A pedagógusok tanulási attitűdjeit befolyásoló tényezők A pedagógus pályát a társadalmi, politika... more A pedagógusok tanulási attitűdjeit befolyásoló tényezők A pedagógus pályát a társadalmi, politikai és szakmai viták kereszttüzében soha nem látott mértékű érdeklődés övezi, ennek ellenére (vagy éppen ezért) az érintettek szakmai jövőképe borúlátó. Nehezen azonosulnak az előttük álló és egyre sokasodó kihívással, ami erősítheti a pályaelhagyás motivációit. Feltételezésünk szerint a munkahelyi közeggel való elégedettség és a hosszú távú tanulási tervek szorosan kötődnek a szakmai jövőképhez, ami viszont a pályahűség motivációit képes jelezni. Hipotéziseink igazolásához 33 kérdésből álló, saját szerkesztésű (online) adatgyűjtő kérdőívet használtunk, melynek kitöltésére a 2015/2016. tanévben a Nyugat-magyarországi Egyetem Savaria Egyetemi Központjában illetőleg az egri Eszterházy Károly Főiskolán mesterképzésében tanuló, valamint korábban hasonló képzéseken diplomázott pedagógusokat kértünk. Tanulmányunkban a pedagógusok tanulási igényeit vizsgáljuk a szűkebb és tágabb szakmai környezet vonatkozásában, 295 szakképzett, mesterképzésében tanuló, egyben pedagógus munkakörben dolgozó pedagógus, mint válaszadó nyilatkozata alapján.
While teaching different subjects, although teachers have opportunity to deal with politics but t... more While teaching different subjects, although teachers have opportunity to deal with politics but this is not mandatory. Teaching politics can be mainly observed in secondary schools in the local teaching plans of history or ethics. To answer the question that, how stressed is the political science at Hungarian schools, we can say, it is absolutely optional and depends on a given teacher of a given subject.
The practice of pedagogy in the third millennium is struggling to overcome shortcomings that have... more The practice of pedagogy in the third millennium is struggling to overcome shortcomings that have been reiterated by many, ones that still appear to be insurmountable in spite of tremendous efforts made to remedy them, including issues such as the efficiency of schools, the transparency of education, the shortcomings of professional pedagogy, the relations network of schools and their users, early drop-outs and dealing with social disadvantages. Are these anomalies still outstanding debts for contemporary pedagogy to pay? The objective of this study is to put Hungarian efforts in education in a European context just over a decade after EU accession and to identify areas requiring immediate action and to analyse such areas from social, economic and pedagogical aspects. We wish to highlight problem areas to draw the attention of not only the theoretical and practicing experts in the international pedagogy community but also the attention of decision-makers to these issues, thus taking a step closer to tackling these problems.
Key words: shortcomings of education; efficiency of education; accountability of education; teachers’ professionalism; equal opportunities.
The basic tenets of the "inclusive paradigm" in relation to pupils with Special Educational Needs... more The basic tenets of the "inclusive paradigm" in relation to pupils with Special Educational Needs are presented and analyzed in the first section of this paper. Also the findings from recent studies in Greece and Hungary referring to the perceptions of teachers regarding the possibilities of full inclusion of these students in mainstream schools are presented and discussed. Based on these data, at the final section of this paper, we also discuss the likelihood of building and "implementing" an innovative inclusive paradigm in mainstream school system, based on teachers' needs, and the demands and challenges of contemporary social and educational reality.
Hungary, as a middle-east European country
Hungary is a relatively small country in Middle Easter... more Hungary, as a middle-east European country Hungary is a relatively small country in Middle Eastern part of Europe bordering with Austria, Slovakian Republic, the Ukraine, Romania, Serbia, Croatia and Slovenia. Its population is nearly ten million people. A quarter of the population lives in the capital city, Budapest. Hungarian membership of the European Union dates back to 2004. The most remarkable historical vent of the country was the changing of the regime in 1989 when the impact of the Soviet policy including the philosophy of education came to an end.. ‘The new constitution paid tribute to the memory of the Revolution of 1956 by becoming effective on October 23, 1989 and Mátyás Szűrös, as a temporary president of the Parliament proclaimed the establishment of the Hungarian Republic from the balcony of the Houses of Parliament.’ (Bayer, 1996, p.181.) Due to the history, our country can be regarded as a post-communist state with all the achievements and shortcomings in its economy and society.
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Papers by Agnes N. Toth
The objective of this study is to put Hungarian efforts in education in a European context just over a decade after EU accession and to identify areas requiring immediate action and to analyse such areas from social, economic and pedagogical aspects. We wish to highlight problem areas to draw the attention of not only the theoretical and practicing experts in the international pedagogy community but also the attention of decision-makers to these issues, thus taking a step closer to tackling these problems.
Key words: shortcomings of education; efficiency of education; accountability of education; teachers’ professionalism; equal opportunities.
teachers regarding the possibilities of full inclusion of these students in mainstream schools are presented and discussed. Based on these data, at the final section of this paper, we also discuss the likelihood of building and "implementing" an innovative inclusive paradigm in mainstream school system, based on teachers' needs, and the demands and challenges of contemporary social and educational reality.
Hungary is a relatively small country in Middle Eastern part of Europe bordering with Austria, Slovakian Republic, the Ukraine, Romania, Serbia, Croatia and Slovenia. Its population is nearly ten million people. A quarter of the population lives in the capital city, Budapest.
Hungarian membership of the European Union dates back to 2004. The most remarkable historical vent of the country was the changing of the regime in 1989 when the impact of the Soviet policy including the philosophy of education came to an end.. ‘The new constitution paid tribute to the memory of the Revolution of 1956 by becoming effective on October 23, 1989 and Mátyás Szűrös, as a temporary president of the Parliament proclaimed the establishment of the Hungarian Republic from the balcony of the Houses of Parliament.’ (Bayer, 1996, p.181.) Due to the history, our country can be regarded as a post-communist state with all the achievements and shortcomings in its economy and society.
Books by Agnes N. Toth
The objective of this study is to put Hungarian efforts in education in a European context just over a decade after EU accession and to identify areas requiring immediate action and to analyse such areas from social, economic and pedagogical aspects. We wish to highlight problem areas to draw the attention of not only the theoretical and practicing experts in the international pedagogy community but also the attention of decision-makers to these issues, thus taking a step closer to tackling these problems.
Key words: shortcomings of education; efficiency of education; accountability of education; teachers’ professionalism; equal opportunities.
teachers regarding the possibilities of full inclusion of these students in mainstream schools are presented and discussed. Based on these data, at the final section of this paper, we also discuss the likelihood of building and "implementing" an innovative inclusive paradigm in mainstream school system, based on teachers' needs, and the demands and challenges of contemporary social and educational reality.
Hungary is a relatively small country in Middle Eastern part of Europe bordering with Austria, Slovakian Republic, the Ukraine, Romania, Serbia, Croatia and Slovenia. Its population is nearly ten million people. A quarter of the population lives in the capital city, Budapest.
Hungarian membership of the European Union dates back to 2004. The most remarkable historical vent of the country was the changing of the regime in 1989 when the impact of the Soviet policy including the philosophy of education came to an end.. ‘The new constitution paid tribute to the memory of the Revolution of 1956 by becoming effective on October 23, 1989 and Mátyás Szűrös, as a temporary president of the Parliament proclaimed the establishment of the Hungarian Republic from the balcony of the Houses of Parliament.’ (Bayer, 1996, p.181.) Due to the history, our country can be regarded as a post-communist state with all the achievements and shortcomings in its economy and society.