Practice and Theory in Systems of Education

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Editorial Board

Volume 3 Number 2 2008
ISSN 1788-2591 (Online)
ISSN 1788-2583 (Printed)

Zsófia SZÉP:
The Place of Adult Education in the National Human Resources Development,
pages 1-10

The adults’ study motivations and the adult education system based on them are not new, however in many respects it can be interpreted in a modern aim- and interest system. Considering it in this way the subject matter mentioned in the title is fairly large, nevertheless here we are going to discuss practically the management and financing, or to be more precise we are evolving some aspects of the adult education’s management and financing system in a specific country, more closely in Hungary, more exactly what it should be like, what kind of challenges, interests and conditions it must fulfil. Thus the subject of the lecture is not the presentation of a situation report - the detailed subject matter includes that - but the discussion of expectations and the theoretical approach of them.

Csilla SÁRDI & Tamara RÁTZ:
The Perception of Englishness and its Role in Destination Image Development,
pages 11-30

The appeal of England as a tourist destination depends on the perception of Englishness outside the country. The concept of Englishness however is influenced by an endless variety of written and audio-visual factors including classic and contemporary fiction, movies, magazine articles, music, television, newspapers as well as promotional materials and indeed education. Visitors generally wish to experience ‘the real’ England, but their own notion of what this ‘real England’ might be depends on their socio-cultural background, education or previous travel experiences.

The Way Language Teachers Learn: Professional Development through the Eyes of Experienced Language Learners,
pages 31-50

The development of teacher trainees in initial teacher education has been widely researched as well as the difficulties of the first year of teaching. The research described in this paper aims to explore the professional development (PD) experienced by practising teachers. Findings of the study might be useful in curriculum development both in teacher education and in other professional courses. The aim of the study was to investigate experienced language learners’ perceptions concerning the PD of practising language teachers using qualitative methods. How do experienced learners themselves perceive their language teachers’ PD? The participants, adults and young adults, were asked to take part in unstructured interviews. The objective was to pool the insights of language learners who had had lengthy and/or intensive language learning pasts and had had the opportunity to monitor several teachers of English. The two most important topics that emerged during the analysis of the interviews were the need for life-long learning and the need to adapt to student needs. According to experienced language learners, teacher education appears to be good enough for entry into the profession but new motivation and impetus are necessary for someone to remain a language teacher.

Scientific Learning in Primary School Education: A Model Study on Children’s Concepts of Physical Material,
pages 51-60

Our study examined five first grade classes to determine the scientific learning processes children require to develop concepts of physical material. It applied the Rostock Model, in which the example of water serves a model lesson topic. A qualitative evaluation of the results was achieved by conducting a comparative analysis based on the Grounded Theory. We determined that in the context of classroom instruction, the children’s knowledge concerning the location of water and their cognitive concepts concerning the particle structure of this substance developed in a lasting and sustainable manner regardless of their nationality or school.

László KOVÁCS:
On Music Education at the Cistercian Secondary School of Eger in the Second Half of the 19th Century,
pages 61-68

Cistercian Order has cherished a prominent role in the educational system of Eger since the end of the 18th Century. Apart from the troubled waters of history, this order has greatly improved the quality of secondary education both in town and its vicinity. The relationship between the Order and the so-called "unusual studies", music and singing in particular, is to be discussed hereby.

Adrienn DEÁK:
Arguments and Counter-Arguments Concerning the Integrated Education of People with Motor Disorder,
pages 69-78

As a result of a humanistic philosophical attitude the approach to ‘difference’ has fundamentally altered in the past fifty years. Due to this change in approach, the education provisions for disabled people are interpreted differently and are also changing these days. Due to the international strategic approach and my own personal and professional motivation, I have begun a comparative study to explore how integrated and/or segregated education operates in Hungary and Spain. The majority of respondents in Spain agree with integrated education whereas in Hungary respondents are for integration in principle but practice shows that children, adults and teachers i.e. society has strong discriminative attitudes.

Ágnes BARTA:
Disadvantaged Children in the Ukrainian and Hungarian Child Care System after the Transition,
pages 79-94

The article gives an overview of the changes of the institutional child care policies in Ukraine and Hungary, and analyzes the effect of decentralization in the child care system after the Transition. The present Ukrainian child welfare system is similar to that of Hungary in the 1990s. Given the present social and economic possibilities, Ukraine is making every effort to follow the example of the more developed countries. A positive move can be seen in the whole system, but it lacks an overall, complex vision of reforms and the legal regulations needed to furnish a basis for change and development.

Zeynep VARLÍ:
The Structure of the Turkısh Educatıonal System,
pages 95-104

Turkish educational system consists of two main divisions: formal education and non-formal education. The school system has four levels: pre-school education, primary education, secondary education and higher education.

Previous Issues

Volume 1 Number 1 2006

Volume 1 Number 2 2006

Volume 2 Number 1-2 2007

Volume 2 Number 3-4 2007

Volume 3 Number 1 2008