Weaving the Threads of a Continuum: Teacher Education in Hungary from the Perspective of European Developments

This paper aims to examine to what extent and how teacher education in Hungary reflects contemporary European policy and research developments with regard to the continuum of teacher education, meaning the overarching unity of initial teacher education, induction, and continuing professional development. First, the paper examines European policy documents to identify patterns and themes related to the continuum concept. Based on the specific analysis, a framework was developed to explore the continuum of teacher education and this was employed in the case of Hungary. Drawing from a content analysis of official documents and in-depth interviews with national policy experts and teacher educators as well as focus groups with teachers, the paper continues by analysing the development of teacher education in Hungary from the introduction of the Bologna reforms in 2005 to the restoration of undivided initial teacher education in 2012 and the implementation of a new system for the teacher career path in 2013. The findings indicate that while Hungary has adopted several structural elements related to the continuum which reflect European thinking, a lack of interconnections among the different phases of teacher education is apparent.

Unfreeze the pedagogies: introduction of a new innovative measure in Portugal

Calibrating the right developmental approach when introducing a new innovative intervention is a complex task for governments, and schools alike. The new Projeto-Piloto de Inovação Pedagógica offers six schools an opportunity to break most of the rules in order to unfreeze pedagogical and curricular traditions and open the “black box” classrooms. The paper examines what this intervention means for the Ministry and for the schools involved and reflects on its prospected outcomes.

EDiTE Conference Volume: European Perspectives in Transformative Education

In this volume you will find both individually and collectively written papers by the EDiTE researchers that reflect the results of the first year of their research within the EDiTE framework. PART I of the volume contains three collectively elaborated analyses of the three components of the EDiTE theme, Transformative Teacher Learning for Better Student Learning within an Emerging European Context. These papers are based on a complex and challenging joint effort of international teams of EDiTE researchers, who over the course of several months carried on an internal survey, analysis, and discussion concerning the common understanding of the EDiTE research theme. In the PART II the authors were given freedom in choosing themes and co-authors of their papers. The effect is a rich mosaic of focus and scope of interests that aptly mirror the diversity of the EDiTE community.

Phenomenon-Based Teaching and Learning Through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland

Abstract: This paper aims to explore the phenomenon-based approach in teaching and learning, through the pedagogical lenses of phenomenology, the philosophy of phenomena. The phenomenon-based approach has informed the new core curriculum for basic education in Finland, which has officially introduced multidisciplinary learning modules as periods of phenomenon-based project studies. In this paper, we discuss how the specific approach is integrated into the curriculum, its theoretical grounding and its connections to constructivism. We also explore its implications for teaching and learning from a phenomenological perspective. The paper concludes that the responsive relation between teaching and learning is essential when our purpose is educational. Students are part of the learning process, but they do not necessarily initiate it; similarly, teachers cannot fully instruct it. Thus, we need to make meaning of the space between teaching and learning, in an effort to reclaim learning for pedagogy.