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!