Links between individual and systemic policy issues in Hungary

Csilla Stéger 22 June 2010.

PLA on TE’ors, ICELAND

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

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

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

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

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

Previous TE system

P2P1

Faculty1 Faculty 2 Faculty 3

TE

Dept/Institute/Fac

P3

+

Present TE system:

school

Fac1 Fac 2 Fac3

TE

Teacher education program

Steering committee

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

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

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

csilla.steger@nefmi.gov.hu