Analysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary
BECOMING A TEACHER
Csilla Pesti
Nóra Rapos
Krisztina Nagy
Mariann Bohán
Published 2017-07-26
https://doi.org/10.15388/ActPaed.2017.38.10791
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Keywords

initial teacher education
training programme
learning outcomes
pedagogicalpsychological module

How to Cite

Pesti, C., Rapos, N., Nagy, K. and Bohán, M. (2017) “Analysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary”, Acta Paedagogica Vilnensia, 38, pp. 58-76. doi: 10.15388/ActPaed.2017.38.10791.

Abstract

In the past decade, teacher education has changed twice in Hungary, and the following question arises in this context: what different patterns can be observed in the teacher education institutions’ pedagogical and psychological modules regarding the learning outcome-based training programme development? To this end, a comparative document analysis has been conducted on the training program documents provided by 7 Hungarian universities. The results have revealed a strong internal coherence only between the goals and the contents of the courses in their descriptions; therefore, besides the professional discourse, it would be important that the learning outcomes are not only formally indicated in these documents.

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