Találati lista | Tudóstér

001-es BibID:	BIBFORM065456
Első szerző:	Kovács Edina Mária (oktatáskutató, drámapedagógus)
Cím:	Teachers studying, teachers eesearching: a possible role of doctoral training in the professional development of educators / Kovács Edina
Dátum:	2015
ISSN:	2067-2640 2068-9861
Megjegyzések:	The doctoral training of teachers may be positioned at the intersection of the relevant issues of our days. One of these is that the Bologna process defines PhD training (unified since 2011, according to European decision makers) as the third training cycle, following bachelor's and master's training. This raises the question whether or not the expansion of the third training cycle can be expected: professional literature is relatively unified in stating that expansion is a clear tendency, only various authors may rank the reasons in various ways (Kehm, 2009; Bogle, 2010).The other discussion related to teachers' training and further training has to do with ways that the new interpretation of learning and knowledge should influence the role and preparation of the teacher. In our present, knowledge-based society, learning is not a linear process, but rather there is a construction of shared knowledge in which activeness and shared action are also important factors besides the presence of knowledge. In this model, teachers are not clearly superposed agents, at the same time neither can they become passive consumers of scientific knowledge. It is necessary, with respect to both professional and methodological practice, that the work of educators be established by the most valuable knowledge acquirable (Osterman & Kottkamps, 1994; Niemi, 2008). This means that practicing teachers have to interpret and transform ever newer disciplinary and pedagogical research results; therefore they need a certain scientific literacy. Some experts emphasize that this would have a positive effect on the prestige of this profession as a whole, while others point out that when teachers partake in doctoral training and do innovative work as researchers or curriculum writers, it will improve the quality of education (Niemi, 2008; Kárpáti, 2008).
Tárgyszavak:	Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény külföldi lapban
Megjelenés:	Journal of Social Research and Policy 5 : 2 (2015), p. 69-78. -
Internet cím:	Szerző által megadott URL Intézményi repozitóriumban (DEA) tárolt változat
Borító:
Saját polcon:

001-es BibID:	BIBFORM085661
Első szerző:	Pusztai Gabriella (nevelésszociológus, oktatáskutató)
Cím:	The effect of campus environment on students' health behaviour in four Central European countries / Pusztai Gabriella, Kovács Karolina Eszter, Kovács Klára, Nagy Beáta Erika
Dátum:	2017
ISSN:	2067-2640 2068-9861
Megjegyzések:	The results of the European School Survey Project on Alcohol and Other Drugs (Espad Group, 2016) indicate that substance use among Hungarian students enrolled in the public education ranks on the top in Europe as the incidence of smoking and binge drinking is increasing. At the same time, international research states that the youth in the CentralEuropean countries surrounding Hungary (Slovakia, Romania, Serbia, Ukraine) show better results in more aspects (Hibell et al, 2012). The results of Kopp (2012) justify these findings among Hungarian adults as well. However, we do not have explicit comparable data among university students. In the present study, we try to cover up the blank spaces of the previous studies. Firstly, we focus on the -students enrolled in higher education. Secondly, we measure the special character of minority students, as in the neighbour countries of Hungary there are Hungarian minority students, as well. In our investigation, we point out that students learning in the same higher educational campuses create a health behaviour interpretive community and their effects often overwrite the individual protective and risk factors.
Tárgyszavak:	Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk Health-Risk Behaviour Higher Education Added Value
Megjelenés:	Journal of Social Research and Policy. - 8 : 1 (2017), p. 125-138. -
További szerzők:	Kovács Karolina Eszter (1992-) (pszichológus) Kovács Klára (1987-) (oktatáskutató, szociológus) Nagy Beáta Erika (1961-) (klinikai gyermekszakpszichológus, pszichoterapeuta)
Pályázati támogatás:	123847 OTKA
Internet cím:	Intézményi repozitóriumban (DEA) tárolt változat
Borító:
Saját polcon:

001-es BibID:	BIBFORM054014
Első szerző:	Tőzsér Zoltán (bölcsész tanár, szakfordító)
Cím:	Improving Workplace Learning / Tőzsér Zoltán
Dátum:	2010
ISSN:	2067-2640 2068-9861
Megjegyzések:	Workplace learning is a relatively new area of research for some parts of Europe (namely Central and Eastern Europe), yet it has been discussed and researched in other parts since the 1960's and the 1970's. The volume under consideration provides a good opportunity to draw attention to the relevance and significance of this field of research. Improving Workplace Learning is based on some of the research, carried out by the Economic and Social Research Council's (ESRC) Teaching and Learning ResearchProgramme's "research networks." The Networks carried out five projects with the intention to promoting a better understanding of workplace learning and its significance in the 21th century. As is stated in the foreword, the objective of the book is to investigate the full variety of workplace contexts and to advance knowledge by "providing evidence from a variety of organisations to show how workplace learning can be improved." Improving Workplace Learning / New York : Routledge, 2006. -
Tárgyszavak:	Bölcsészettudományok Neveléstudományok recenzió, könyvismertetés workplace learning organizational learning adult education
Megjelenés:	Journal of Social Research & Policy. - 1 : 1 (2010), p. 177-179. -
Internet cím:	Szerző által megadott URL Intézményi repozitóriumban (DEA) tárolt változat
Borító:
Saját polcon: