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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.
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A MAGYAR MŰSZAKI PEDAGÓGUSKÉPZÉS 40 ÉVE
Tóth Béláné – Pentelényi Pál
Óbudai EgyetemTrefort Ágoston
Mérnökpedagógiai Központ
FORTY YEARS OF HUNGARIANTECHNICAL TEACHER
TRAINING
Ágnes Tóth – Pál Pentelényi
Óbuda University – HungaryTrefort Ágoston Centre for
Engineering Education
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-)
1. Before the Bologna system1.1. 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 Óbuda
University)• University of Debrecen• Dunaújváros Technical College• Kecskemét Technical College• University of Pécs• Széchenyi István University (Győr)• University of West Hungary
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)
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
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 studies4 weeks ↔ 6 and 1/2 years
Contact hours150 hours ↔ 41 weeks
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
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 modulesin parallel technical teacher training
Germany Holland
Hungary
technical module
general subject
pedagogical module
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
Finland 580 hours
Hungary 180 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 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
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
New feature of the one cycle Master level form
The order of the expected degrees will change!
Firstly: technical teacherSecondly: engineer
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
Thank you for your attention!