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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
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
Megjelenés:Hungarian educational research journal (HERJ) 7 : 4 (2017), p. 85-102. -
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