Links between individual and systemic policy issues in Hungary

1. Links between individual and systemic policy issues in Hungary Csilla Stéger 22 June 2010. PLA on TE’ors, ICELAND

2. Policies on the individual teacher educator • no such term is in use by legislation but • university lecturers need PhD • HE Accreditation Board requirementsfor TE’ors: PhD, relevant publications/research and for methodologists teaching practice

3. 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

4. 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

5. 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

6. 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 Result of the policy on the program/system

7. P1 P2 P3 TE + Faculty1 Faculty 2 Faculty 3 Dept/Institute/Fac Previous TE system

8. Steering committee Fac3 Fac1 Fac 2 TE school Teacher education program Present TE system:

9. 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

10. 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 Consequences 2 - national or

11. General conclusions – personal view • 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!)

12. csilla.steger@nefmi.gov.hu