links between individual and systemic policy issues in hungary csilla stéger 22 june 2010. pla on...
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![Page 1: Links between individual and systemic policy issues in Hungary Csilla Stéger 22 June 2010. PLA on TE’ors, ICELAND](https://reader036.vdocuments.us/reader036/viewer/2022072006/56649f425503460f94c62869/html5/thumbnails/1.jpg)
Links between individual and systemic policy issues in Hungary
Csilla Stéger 22 June 2010.
PLA on TE’ors, ICELAND
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Policies on the individual teacher educator
no such term is in use by legislation
but
university lecturers need PhD HE Accreditation Board requirements for
TE’ors: PhD, relevant publications/research and for methodologists teaching practice
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Result of the policy on the individual teacher educators
high academic standard
but in varied fields, academic/research interests,
often lack of teaching degree and lack of general education experience/connection,
Quality = Research/PhD, (not good teaching)
and
restricting participation of school based TE’ors
HETEROGENITY + SEPARATION
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Heterogeneity of TE’ors
HE/school/CPD provider based, In their field of knowledge, In status of their field of knowledge, In teaching skills (some teachers, some not), In attitudes/values:
What is good teaching?
a mastery of the subject or
effective raising of student learning
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Policies regarding TE program/system
No ITE, induction or CPD for TE’ors in policy Act on HE: there needs to be a
unit/committee responsible for the entire TE program and its’ in school practice
Accreditation: a professor as the professional leader of the TE program, + TE’ors with relevant PhDs.
Rector’s conference’s Ped. Committee, deciding on new „subject orientations”, content matter
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Result of the policy on the program/system
HEI program It is singular in policies
that the „management” of TE is in the act
Institutional autonomy in executing the program
External quality assurance by the Accreditation committee
TE system Reformed for
professional renewal and within the Bologna
Re-reform is strongly demanded/debated
All stakeholders actively participating, TKSZ and Rector’s Conference Ped Committee involved
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Previous TE system
P2P1
Faculty1 Faculty 2 Faculty 3
TE
Dept/Institute/Fac
P3
+
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Present TE system:
school
Fac1 Fac 2 Fac3
TE
Teacher education program
Steering committee
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Consequences 1- institutional
New HE „management” / leadership tasks are required for success:
Structural change (steering bodies) Cultural change horizontal cooperation vs.
vertical decisions common program/TE’or identity on top of
faculty identity Common understanding of good
teaching/pedagogical paradigm change
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Consequences 2 - national
Teacher educators becoming the catalyst of higher education pedagogical paradigm change
Teacher education makes way to realizing other complex multi/interdisciplinary programs
Higher education stays the same, and TE policy will change to fit the present possibilities
or
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Accreditation criteria of TE is important National policy on TE program structures
effects how „visible” the differences in TE’ors’ identity, values, attitudes etc. are.
Effectiveness and efficiency of teacher education can be raised by more homogenous identity (therefore)
education of TE’ors is important (ITE, induction, CPD)
(as a side-effect HE in general will gain!)
General conclusions – personal view