Analysis of Learning Outcome-based Teacher Training Programmes – Development Experiences in Hungary

Csilla Pesti, Nóra Rapos, Krisztina Nagy, Mariann Bohán


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.


initial teacher education, training programme, learning outcomes, pedagogicalpsychological module

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