A MAGYAR MSZAKI PEDAGGUSKPZS 40 VE

Tth Bln Pentelnyi Pl

budai Egyetem
Trefort goston Mrnkpedaggiai Kzpont

FORTY YEARS OF HUNGARIAN TECHNICAL TEACHER TRAINING

gnes Tth Pl Pentelnyi

buda University Hungary

Trefort goston Centre for Engineering Education

Contents
1. Before the Bologna system (1972-2006)
1.1. Development in Hungary 1.2. European comparative studies

2. Within the Bologna system (2006-2012)

3. Future challenges (2012-)

1. Before the Bologna system 1.1. Development in Hungary

around 1970 extension of technical secondary schools

sudden need for technical teachers

Technical teacher training intitutions

Technical University of Budapest Budapest Polytechnic (now buda University) University of Debrecen Dunajvros Technical College Kecskemt Technical College University of Pcs Szchenyi Istvn University (Gyr) University of West Hungary

Goals
to teach either at technical secondary schools and apprentice schools or in industrial training and retraining

Duration of studies
2 additional semesters (60 credits) to BSc engineering training Altogether 8 semesters (240 credits with BSc level engineering)

1.2. European comparative studies

ATEE (Association for Teacher Education in Europe) Anne-Lise Hostmark Tarrou (Norway) Derk Oddens (Holland)

Countries examined
Austria, Finland, France, Germany, Italy, Holland, Hungary, Norway and the United Kingdom

Structural models of technical teacher training

Relation of technical and pedagogical items: parallel or concurrent model gaining educational experience gradually, increasing motivation, efficient structuring of the pedagogical training content consecutive model economical nature simple organisation

Length of studies 4 weeks 6 and 1/2 years

Contact hours 150 hours 41 weeks

Levels
Grading the engineering part: BEng., MEng. or Ing., Dipl.-Ing. Pedagogical qualification ladders:
licence maitrise agregation diplome d'etudes

Certificate in Education Bachelor's Degree in Education Bachelor's Degree in Education (Honours) Master's Degree in Education

Framework of technical training

arbitrarily separated sets of engineering knowledge do not form coherent knowledge any engineering subject must be taught in relation to other subject elements solving e.g. a design problem requires knowledge of engineering materials, as well as production engineering

Proportions of the main modules in parallel technical teacher training

Germany technical module general subject pedagogical module

Holland

Hungary

Should the qualification of

technical teachers

comprise a qualification
for a certain

technical field

Benefits
teachers can gain technical practice it effects training quality in schools teachers can get engineering employment, where pedagogical studies are beneficial unsuited teachers can find employment

Strong for and strong against

Engineering practice was a precondition for being admitted to technical teacher training in Austria, Finland, Norway and the United Kingdom Salaries in engineering jobs produce a great drawback for teaching employment

Special features of the pedagogical module

developing personal values (Austria, France) practicing different educational roles (UK, Holland) education of pupils with learning disabilities (Norway) wide pedagogical culture (Eastern European countries)

School practice
Holland 500 hours UK 140 hours Hungary 180 hours

Finland 580 hours

observation microteaching school teaching

teaching with full load

Opportunities offered
subject matter based theoretical pedagogical training (Holland) competency based pedagogical training (UK) engineering plus a chosen general subject (Germany ) flexible training via negotiations (Finland) in-service training with theory and practice in integrity (Italy) definition of minimum requirements at international level (title of Ing. Paed.-IGIP)

2. Within the Bologna system

(2006-2012 )
Preparatory phase 10 credits (during the BSc engineering studies: pedagogy, psychology, and communication) Master level phase 120 credits engineering 50 credits pedagogical-psychological 40 credits practical 30 credits

Problems with the first cycle (B level) of Bologna sheme in general areas no employment in engineering relatively high salaries Recruitment for correspondent courses students who previously gained BSc and BEd degrees and wanted to have a master degree, freshly graduated BSc or MSc students, teachers of technical secondary schools with BSc or MSc degree and often a long period of engineering practice but without pedagogical qualification

3. Future (2012 -)
MEd qualification Combination of the two previous systems: Two cycle form for correspondence courses +2 years (120 credits) additional value of engineering practice One cycle form for full time training 5 years (300 credits) including a one year teaching practice

New feature of the one cycle Master level form

The order of the expected degrees will change! Firstly: technical teacher Secondly: engineer

Future challenges direct recruitment second recruitment might be needed

Strengthening motivation higher value of master level qualification career model for teachers longer period of student status

Thank you for your attention!