Construction of the national state and the institutionalization processes of the modern Hungarian secondary school teacher training system (original) (raw)
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Problems of Hungarian Teachers in the state education sector in a changing world
The research with the working title ‘Problems of Hungarian Teachers of Public Education—In a Changing World’ focuses on gathering the recent problems of teachers on the basis of their preferences in the classroom environment. The aim of the study is to reveal the real troubles of Hungarian educators in the state education sector, the nature of these problems and how they affect the formative role of the teacher. We supposed that the nucleus of the problem is connected with skills and material or professional uncertainty. Here we share the related professional literature and the work of the survey and we would like to highlights further ways of making inquiries. The results could be applied mainly in teacher training, especially in the intellectual and existential preparation of students. The first aim of the research was to reveal recent problems of Hungarian teachers. We cannot avoid clarifying the concept of “problem”: the word exists as a category in the theory of science and as a difficulty. We aimed at the informal meaning of the term, not the theoretical one.
The present theoretical study provides an overview of the somewhat hectic changes in Hungarian public education and, relatedly, teacher training in the past two and a half decades. The dynamic of harmony and disharmony that these changes are characterised by has created a rather quaint situation in educational policies. As a result, the trends that prevail in the Hungarian education system are some of the most distinctively atypical ones in the whole of Europe today, while higher education, including teacher training, is undergoing significant functional changes, which are relatively new in the international context as well.
the social and political status of Hungarian Teachers
nagy.peter.tibor@ella.hu The other question: why was the educational policy much more important in the competition of denominations than in the other part of Europe? The balance of Protestants and Catholic powers in Europe, nearby the Turkish empire, hindered the using of judges and army as tools against the Protestants, as common in Spain for example. So the school-system became the most important tool of the Hapsburg absolutism and the Protestant autonomists too. So both partners were interested in financing these "overbuilt" educational systems.
2017
The publication was prepared by representatives of three universities – from Poland, Slovakia and the Czech Republic. The changing social situation and the changes resulting from scientific advancement have caused a growing difference between the preparation for and actual performing of particular professions. In the case of teachers’ work, this becomes especially noticeable as social expectations are aimed not so much at the success of educators but mostly at their appropriate preparation of the young generation. Thus, a teacher is to prepare the young for what they will face in a few years, not for the present situation. School should equip youth with the knowledge and skills which will enable them to solve problems associated with e.g. choosing a career. This brings about different views on the ways of teachers’ education and training. The problem has become of special significance in the period of rapid social, scientific and technical transformations taking place over the last decades. New problems also result from the accession to the European Union. School should be a place where a young person is prepared for making use of what other cultures offer, for fast development of technology and science, with simultaneous appreciation of the native tradition. Therefore, teachers are burdened with many new duties which reach beyond the information and skills they have had so far. The changes introduced by new competences determine the broadening of the scope of teachers’ professional functions. What seems to be the essence of each school reform are the changes taking place in teachers’ activities. All other changes – in legal regulations, in the organization of school work, or in curricula, are of secondary significance. This takes place because the school reality changes according to the reformers’ assumptions only if teachers have necessary qualifications and willingness to implement the assumed transformations. The change should affect the system of teachers’ professional education and training, which ought to alter not only the content-based method of professional work but also teachers’ attitude to their qualifications. In the process of their education, teachers should be equipped with expert knowledge of the subject and practical experience. The discussion on educational models often concerns the proportions in which these elements should appear. The teacher’s profession has always raised emotions due to the possibility of shaping and modelling the young generation. There has been a lot of debates on the personality, authority or power of teachers, various phenomena associated with their didactic work (e.g. “work burnout”), as well as the change in the relation between the teacher and the learner. Another phenomenon concerning the reflections upon the teacher is the “myth of a teacher” – in the past, someone who loves a child’s soul, a social activist rooted in the local environment and acting for others and currently – a specialist and expert in a particular subject. School is not the only and basic source of knowledge for children any longer. Contemporary learners know more and more, but this does not mean that they understand more. Therefore, what seems a chance and a duty of teachers is using children’s resources of information and experience to teach them to think and organize their own experience. At the same time, a crisis of school knowledge co-occurs with the problem of a teacher’s authority – in the past, a teacher was a mentor and a master, who was widely respected due to the acquired knowledge and a high-rank social position.
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This book summarizes the history of a Hungarian institution whose establishment was based on a French model. On several occasions in the 20th century, unfortunately, sometimes voluntarily and at other times due to the compelling power of circumstances, the Hungarian people confronted France being in an opposing military and/or political block, but even in those difficult times Eötvös Collegium maintained its relationship with the French culture and its distinguished representatives. However, it is not only towards Paris that the institute opened a window for Hungarians, but also, thanks to its language proofreaders and other foreign contacts, people from several European countries and even from overseas, including the Far East visited the Budapest based boarding school. This work has been published in Hungarian twice. The manuscript of the first edition was based on my doctoral thesis. Due to the great interest, just a year and a half after the publication of the book, the second edition was published containing a number of minor changes, mainly those related to errata, and also major changes related to the closing part. Already at the time, my publisher asked for a foreign language version, but unfortunately that was not possible due to technical obstacles. Providence compensated for the failure to publish the new edition as I had the opportunity to present the basic concept of the volume in a visualized form to a wider audience in the framework of a permanent exhibition. The importance of this is evidenced by the fact that the "Day of Memorial Sites" organized in Hungary by the National Heritage Institute was also included in the programme of national events. In addition, the exhibition, hosted in the Collegium building, was also visited by the Ambassador of the French Republic and the Director of the French Institute. The scenario prepared for the exhibition and the related collecting work made it possible to publish a Hungarian-French chrestomathia for the second edition (Garai-Horváth 2015: 4), a newer version of which was published in 2016. In addition to the wider audience, the Hungarian academic community also acknowledged the publication that offers a summary of the Institute's history, which is well illustrated by the fact that the number of works in which both editions were referred to increased, that is, it became part of the academic discourse. It is gratifying that, in addition to researchers in the field of education history, representatives of other disciplines also found it worthwhile to use the results contained in the previous editions. Hopefully, this process will be reinforced by the third, English language edition of the volume, which also includes new results. The English language volume also fundamentally follows the original concept of the Hungarian version both in its structure and in its approach to the history of the institute. At the same time, in seven blocks, further minor and major additions were made to the findings included in earlier versions, the publication of which seemed necessary in view of recent research. The new findings offered in these additions are mostly related to the Collegium's international network. I would like to express my acknowledgements to my publisher, the ELTE Eötvös József Collegium and its director László Horváth who encouraged the preparation of the earlier editions and the foreign language volume. I would also like to thank the Eötvös Loránd University of Budapest for its financial support provided in the preparation of the English version of the book and, of course, I thank all those who were involved in the preparation of the English version. It is a rare privilege, especially for a researcher in the initial phase of his or her career, to have one of their works published several times. There can be two circumstances that explain repeated reprints: the interest of the audience and the importance of the subject matter examined in the work. I can only hope that these circumstances are present simultaneously in relation to this book. Because this book not only provides an overview of the history of a teacher training boarding school, but-through its students and its extensive embeddedness in the Hungarian culture-also of the challenges that 20th century history heavily burdened with numerous hardships posed to the functioning of an institution tailored to the needs of civil society.
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