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1.

001-es BibID:BIBFORM072276
Első szerző:Kovács Edina Mária (oktatáskutató, drámapedagógus)
Cím:Commitment and Preparedness of the Preservice Teachers in Hungary and in Slovakia / Edina Kovács
Dátum:2017
ISSN:2062-9605 2064-2199
Megjegyzések:Related to commitment and preparedness of teachers we can see similar questions andproblems all around in Europe. It seems that women's high rate among the students inteacher training, academic achievement, which we can measure by grades or otherindicators, and the commitment to the teaching profession are strongly connected to theimage of teachers, the status of the teaching profession, and the expectations to thefuture to be teachers. So the first part of the study overviews how gender of studentsaffects academic achievement and career choices. The second part of the study examinesthe database created in 2015 - supported by International Visegrad Fund - whichincludes the data of pre-service teachers studying at the Catholic University inRuzomberok and at the University of Debrecen. My results show that that the image ofthe teaching profession is different in the two countries: we need further researches totell what the exact differences are. The study also shows that the Hungarian studentsevaluate some dimensions of the teaching profession more positively. There are twoimportant aspects: the prestige and the financial opportunities which are better in theopinion of the Slovak students, but these are not affecting their commitment at the firstplace. The male students in both countries are less attracted to teaching, and the reasoncannot be only the relatively low pay, because there were no differences betweengenders in this item. Instead of it, there are several dimensions - including satisfactionwith the teacher training and the vision of future professional development - togetherare the reasons that male students find other professions more attractive.
Tárgyszavak:Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény hazai lapban
higher education
pre-service teachers
gender
Megjelenés:Hungarian educational research journal (HERJ) 7 : 4 (2017), p. 85-102. -
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2.

001-es BibID:BIBFORM065956
Első szerző:Kovács Edina Mária (oktatáskutató, drámapedagógus)
Cím:Teacher's career and educational aspirations, based on the "Graduate Follow-up Research 2010" / Edina Kovács
Dátum:2012
Megjegyzések:This study aims to identify those factors which may have an influence on entrant teachers' career choices, aspirations for further education and training and access to leadership/management positions. These are strong gender stereotypes and polarization of sexes or the standardized requirements of teacher profession.This study analyzes data of the "Graduate Follow-up Research 2010". It is a Hungarian national survey supported by the Social Renewal Operational Programme (SROP) ?Higher Education System-level Development" project. The survey examines those higher education students who completed their undergraduate or graduate studies in 2007. The current study focuses on former students in teacher training. The total number of the sample consisted of 49,382 people, the surveyed sample is 4,511 participants, and out of this number 738 people have teacher qualification.The results suggest that phenomena based on gender stereotypes are very typical among teachers. For example, the individual's sex fundamentally defines one's carrier opportunities: leaders are much more likely men, while women have less chance to move forward even if their performance is better. At the same time teachers who chose masculine disciplines are more susceptible to apply higher level of further training than those who chose feminine disciplines - regardless of their sex.In addition, the highly feminized teacher profession itself shows feminine characteristics. The further training aspirations and work positions of teacher training graduates - compared to the overall sample - are below average, even their performance is better. Moreover, social skills ("interacting with others") were significantly more important to them, which can be related to the caring attitude expected from them.
Tárgyszavak:Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény hazai lapban
Megjelenés:Hungarian Educational Research Journal 2 : 4 (2012), p. 15-29. -
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3.

001-es BibID:BIBFORM065957
Első szerző:Kovács Edina Mária (oktatáskutató, drámapedagógus)
Cím:Book review: Shifra Schonmann (ed.), 2011. Key Concepts in Theatre/Drama Education / Edina Kovács
Dátum:2016
ISSN:2062-9605 2064-2199
Megjegyzések:Why can teacher learn drama only in their in-service period, or postgraduate courses? This question was written by John O' Toole, an Australian professor, but we can ask it in Hungary either. On one hand, the situation of drama education is good: the first few schools started to use it 30 years ago, there have been excellent workshops andtrainings since then. On the other hand teacher can learn drama only in the frame ofpostgraduate specialization. It had worked this way before the Bologna-system, and it is working this way now. During the Bologna-system there was Hungarian literature Bachelor (BA) with drama education specialization from the beginning. For the accreditation of drama education Master (MA) we had to wait until 2012 ? and a year after the Bologna system was abolished.
Key Concepts in Theatre/Drama Education / Rotterdam : Sense Publishers, 2011
Tárgyszavak:Bölcsészettudományok Neveléstudományok recenzió, könyvismertetés
Megjelenés:Hungarian Educational Research Journal 6 : 2 (2016), p. 118-122. -
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4.

001-es BibID:BIBFORM065457
Első szerző:Kovács Edina Mária (oktatáskutató, drámapedagógus)
Cím:Teaching identity, professional plans and engagement of pre-service teachers in Partium Region / Kovács Edina
Dátum:2015
ISSN:2062-9605
Megjegyzések:Recent researches show that in many European countries teaching profession is chosen by women from lessaffluent families, with worse academic performance. However the students' gender or performance has noor little effect on engagement: more important what he/she think about the prestige of the teachingprofession and which values he/she prefers. Our analysis is based on the HERD research study database:interviewed 2 728 students. Results show that long-term engagement to teaching is affected by the opinionabout prestige, autonomy, payment, power, asserting options, dignity and public participation. Malestudents are much more uncertain to choose teaching as a career, but there are no gender differences in thelong-term engagement.
Tárgyszavak:Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény hazai lapban
Megjelenés:Hungarian Educational Research Journal (HERJ) 5 : 2 (2015), p. 1-12. -
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5.

001-es BibID:BIBFORM054134
Első szerző:Kozma Tamás (nevelésszociológus)
Cím:Lifelong Learning in a Cross-Border Territory : The case of Hungary and Romania A quest of concepts, data and research / Kozma Tamás, Teperics Károly, Tőzsér Zoltán, Kovács Edina
Dátum:2012
ISSN:2062-9605 2064-2199
Megjegyzések:The aim of this paper is (a) to re-define the concept of "Learning Region" (LR) according to the necessities of an East-Central European CBR (cross-border region), and (b) to study the ways and means by which the concept might be statistically measured and cartographically presented. The present paper is a follow-up of the former theoretical considerations about LR. The authors make an attempt to operationalise their former views in order to study it empirically and to measure it statistically. First, we summarise the possible definitions of LR. Second, we look for alternative approaches for the empirical research of LRs. And third, we introduce our first results of an empirical study of a spatial unit of the Bihar-Bihor Euroregion (a CB region between Hungary andRomania).
Tárgyszavak:Bölcsészettudományok Neveléstudományok esettanulmány
learning regions
cross-border territory
lifelong learning
Megjelenés:Hungarian Educational Research Journal, Special Issue. Higher Education for Social Cohesion 1 : 1 Spec. Issue (2012), p. 163-180. -
További szerzők:Teperics Károly (1963-) (geográfus) Tőzsér Zoltán (1984-) (bölcsész tanár, szakfordító) Kovács Edina Mária (1971-) (oktatáskutató, drámapedagógus)
Pályázati támogatás:K-101867
OTKA
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