a magyar műszaki pedagógusképzés 40 éve
DESCRIPTION
Előadó: Dr. Tóth Béláné - Dr. Pentelényi PálElőadás absztrakt:Előadásunk a hazai mérnöktanárképzés jelentős szakaszait mutatja be a képzés európai különbözőségeinek harmonizációs folyamatába ágyazva. Az első szakasz az 1970-es évek elején kezdődött és a bolognai rendszerű felsőoktatás bevezetéséig tartott. A második szakasz a kétciklusú mérnöktanárképzés kísérlete volt, amelynek tapasztalatai már értékelhetők. Mostanra egy széleskörű reformhullám érte el a tanárképzés egész területét, ami a szakmai tanárképzésre és ezen belül a mérnöktanárképzés további fejlődésére is hatást gyakorol. Ezért harmadik szakaszként a közeljövőben bevezetésre kerülő egyciklusú mérnöktanárképzés kihívásait vázoljuk.TRANSCRIPT
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A MAGYAR MŰSZAKI PEDAGÓGUSKÉPZÉS 40 ÉVE
Tóth Béláné – Pentelényi Pál
Óbudai EgyetemTrefort Ágoston
Mérnökpedagógiai Központ
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FORTY YEARS OF HUNGARIANTECHNICAL TEACHER
TRAINING
Ágnes Tóth – Pál Pentelényi
Óbuda University – HungaryTrefort Ágoston Centre for
Engineering Education
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Contents
1. Before the Bologna system (1972-2006)
1.1. Development in Hungary1.2. European comparative studies
2. Within the Bologna system (2006-2012)
3. Future challenges (2012-)
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1. Before the Bologna system1.1. Development in Hungary
around 1970 extension of technical secondary schools
sudden need for technical teachers
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Technical teacher training intitutions
• Technical University of Budapest• Budapest Polytechnic (now Óbuda
University)• University of Debrecen• Dunaújváros Technical College• Kecskemét Technical College• University of Pécs• Széchenyi István University (Győr)• University of West Hungary
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Goalsto teach either at technical secondary schools and apprentice schools or in industrial training and retraining
Duration of studies2 additional semesters (60 credits)to BSc engineering trainingAltogether 8 semesters (240 creditswith BSc level engineering)
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1.2. European comparative studiesATEE (Association for Teacher Education in Europe) Anne-Lise Hostmark Tarrou (Norway)Derk Oddens (Holland)
Countries examinedAustria, Finland, France, Germany, Italy, Holland, Hungary, Norway and the United Kingdom
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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
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Length of studies4 weeks ↔ 6 and 1/2 years
Contact hours150 hours ↔ 41 weeks
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LevelsGrading the engineering part:
BEng., MEng. or Ing., Dipl.-Ing. Pedagogical qualification ladders:
licence
maitrise
agregation
diplome d'etudes
Certificate in EducationBachelor's Degree in
EducationBachelor's Degree in
Education (Honours)
Master's Degree in Education
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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
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Proportions of the main modulesin parallel technical teacher training
Germany Holland
Hungary
technical module
general subject
pedagogical module
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Should the qualification of
technical teachers
comprise a qualification
for a certain
technical field
?
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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
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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
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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)
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School practice
Holland 500 hours
UK 140 hours
Finland 580 hours
Hungary 180 hours
observation
microteaching
school teaching
teaching with full load
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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)
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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
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Problems with the first cycle (B level)of Bologna shemein 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
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3. Future (2012 -)MEd qualificationCombination 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
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New feature of the one cycle Master level form
The order of the expected degrees will change!
Firstly: technical teacherSecondly: engineer
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Future challengesdirect recruitment second recruitment might be needed
Strengthening motivation• higher value of master level
qualification• career model for teachers• longer period of student status
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Thank you for your attention!