Practice and Theory in Systems of Education

P.T.S.E. articles can be downloaded in PDF format, and require Acrobat Reader or equivalent to view

Editorial Board

Volume 3 Number 3-4 2008
ISSN 1788-2591 (Online)
ISSN 1788-2583 (Printed)

Ildikó BALLA:
Helpful Hungarian Databases in Education,
pages 1-6

In our days people use internet every day for the work and leisure activities. There are very much databases which help us to get information from anything. In my study I would like to show some Hungarian databases which are used in teaching and scientific research.

Judit ZSÁK:
Pedagogy of Information Literacy in a Library Studies BA Programme,
pages 7-14

In many Western countries information literacy, the ability to locate, evaluate and effectively use the needed information is becoming a more and more important part of the public education, and it has been already a part of university-level education. As regards their applications in the Hungarian educational practice, the teaching of and the training in the pedagogy of information literacy have been newly integrated into the curriculum of information professionals, namely librarians. In 2007 the students majoring in librarian studies in Pécs were the first who have had the possibility of this specialization. This can be regarded as a new result in the field of Hungarian higher education, even if there already have been gained good results in the field of critical thinking trainings of the different teacher training programmes (see the handbooks of Ildikó Bárdossy et al.), which unveiled similar problems and tried to find new methods as it is done in the librarian education of the University of Pécs. The main difference is that the base of Bárdossy's and her colleagues' work was an RWCT research and after that a critical thinking development course was taken, meanwhile the librarians' specialization we offer is based on a long-term and complex curriculum with many particular subjects. The present paper will focus on the first experiences, challenges and dilemmas of the Pécs programme, and discuss the adaptability of American Information Literacy Competency Standards for Higher Education.

Csaba Zoltán BÉRES:
Development of the Egovernment Users' Competencies in Spatial Informatics,
pages 15-20

This paper offers a holistic approach of the educational challenges in the Hungarian e-government service development in relation to the following three target groups: public government officers and informaticians, and the service users citizens. As regards the multiplication of its functionalities, spatial informatics has more and more complex applications in the sphere of public service. On one hand, the functionality of "back office" systems becomes more integrated while applying programs previously used just in several special fields. For this reason back office work depends on advanced competences in spatial informatics. On the other hand, the e-government services are available for the citizens and enterprises via Internet, which requires an improved knowledge base, primarily a new kind of digital and information literacy.

Gábor KISS:
The Concept to Measure and Compare Students Knowledge Level in Computer Science in Germany and in Hungary,
pages 21-32

While education is based on a national basic curriculum in Hungary, Germany's 16 regions each with it's own Ministry of Education determine curricula independently resulting in difficulties for school switching students. Standards of computer science education varying in different regions is discussed along with efforts to unify the curricula. Differences in CS education of the two countries are pointed out. In order to make the two education system comparable a web-based on-line questionnaire was prepared by the author. Students are to fill in from all regions and in all grades in both Germany and Hungary. The questionnaire and evaluation methods are discussed together with first results.

Congruence Examination of NXT Robots in the Education of Programming at KF GAMF College,
pages 33-40

At Kecskemét College a new experiment was started in the beginning of 2008. We examined the pedagogical effects of using this technology while studying programming in a control group designed experiment: only the test group used robots. Our hypothesis was that this technology makes the way of learning more enjoyable, and we can improve both the motivation for learning and the programming knowledge of our students to improve and be more applicable. We measured the motivation for learning, programming self-concepts and basic programming skills in the beginning and at the end of the semester assess results as a comparison. In this article we tried to show how new toy-like devices can be used in the education of programming both at beginner and intermediate levels.

The Curricular Regulation of Music Teaching in Hungary from the 18th Century to Date,
pages 41-52

This treatise aimed to present how music education developed in the last centuries. The documents which were the basis of the examination and analysis are the regulations of the religious and public education. The analysis focuses on the goals of the music teaching, shows the novelties and differences of the curricula.

The Register of Students as a Source,
pages 53-56

This paper reveals some of the academic applications of the registers of students, as sources, with special regard to the school history.We will point out, that the register of students is equally useful in educational and social history research. It implies important data regarding institutions and their students, it may shed light on the relationship of education and society.Student registers as databases is frequently used by historians and they may also be attractive for sociologists and first of all is very useful in mapping individual genealogies.

Marietta BANKÓ:
Professional Evolution of English Teacher Graduates in University of Pannonia,
pages 57-72

Follow up of graduates, career monitoring, alumni, and the abbreviations AR (Alumni System) and DPR (Graduate Follow-Up System) will be heard about frequently in the near future in relation to higher education in Hungary. These issues have attracted increasing attention for ten-fifteen years in Hungary, and this attention seems to accumulate and become systemic nowadays. It was first in 2006 that it became compulsory for higher educational institutions to start introducing their DPR, in accordance with the regulations of the new Higher Education Act. The institutional DPR is to contain compulsory and optional elements, which are determined centrally. However, it is not forbidden for universities to further improve their system for instance by adding extra elements to it. One crucial question is whether career monitoring and follow up will be treated more than a compulsory task to be ticked and forgotten once done, and also whether it will serve aims beyond the mere discharge of an obligation.

Roles of the Teacher in Class of Children with Low Socio-Economic Background,
pages 73-86

This paper investigates the roles of the teacher of foreign languages in a class of children with low socio-background. Their relationships and interactions with children are dynamics which play a critical role in determining the success of the disadvantaged children. Although the identified role of the teacher is to teach foreign language skills, the teacher's role implies a wide range of other responsibilities. The methodology applied in the present research arises from the aim to explore in depth the experiences, views and perceptions of teachers. For these reasons this study is primarily qualitative and uses interviewing as the main research tool for the collection of data. All language teachers in a small rural school of Hungary were interviewed, where more than 90 per cent of the children can be regarded as disadvantaged. Explicit and implicit references to teachers' roles were looked for in the responses. Data gathered through classroom observation helped to give a fuller picture. Categories were shaped to give an overview of the teachers' roles. Metaphors are used to label these categories. Through the cyclical process of data analysis, the following categories emerged: teacher as motivator, teacher as entertainer, teacher as facilitator, teacher as repeater, teacher as nurturer, teacher as controller, teacher as cooperator, teacher as assessor, teacher as expert, teacher as organiser, and teacher as martyr. Looking at educational problems and conflicts in the light of the role of the teacher might give ideas about possible ways to proceed.

Reasons for School Failure Among Ethnic Minority Students,
pages 87-92

The high school dropout rate among minority students is often much higher than that of their peers belonging to majority groups. Emotion as well as the success strategies of the student's social environment and culture strongly determine the decision to drop out of school. If in the minority culture school success is unimportant or undesirable factor, the likelihood for ethnic students to drop out from high school might increase significantly. This paper analyzes minority dropout ratios in Australia, Austria, the USA and Hungary and tries to identify the influence of the same minority peer group on high school failure of minority students.

Attila HORVÁTH H.:
Adolescents' Opinion about Friendship and Conscience,
pages 93-100

The starting point of the author is a confrontation between two concepts: one by N. Luhmann (1990) who states the modern society can not be integrated any more by moral and the other by B. Pokol (2005), who disagrees. The article accepts Luhmann' concept that the modern society contain a lot of various differentiated functional sub-systems in which the individual is viewed only from one aspect at a time. But it agrees with Pokol in the conclusion that there is the possibility for ethics and moral in the modern society if we distinguish two parts of the society: the functional sub-systems and the everyday life. The author emphasizes that the school is a special territory of ethics and moral, because it works as sub-system and as a place of everyday life at the same time. He gives an overview of the earlier researches and experiments of pupils' moral judgment in which he characterizes his own workgroup's surveys. He analyses the comments of the adolescents and defines 5 types of friendship based on the comments.

Anthropological and Socio-Cultural Aspects of EFL Acquisition by Very Young Learners,
pages 101-106

After having an overview concerning the history of Hungarian EFL teaching I would like to investigate some socio-cultural and anthropological aspects of L2 acquisition in kindergartens in general and in a Croatian kindergarten in-particular on the base of my EFL kindergarten observation what took place 17-22 December 2007 in a small village not far from Opatija in an affiliated EFL kindergarten. Further in my presentation I will deal with teaching and learning English language to children of very young age. I am paying special attention to this particular age group and see how anthropological and socio-cultural factors may influence very young learners' acquisition both in Croatia and Hungary. Kindergarten children's second language acquisition itself is socio-culturally dependent. It is the purpose of my paper to investigate how these domains 'operate' both in an international and the home, i.e., Hungarian setting, what directives are to be considered and how they are to be carried out effectively by EFL kindergarten teachers.

The Selectional Mechanisms of School Health Promotion,
pages 107-113

Education for a healthy way of life is set as an aim in the pedagogical programmes of the educational institutes, thus health represents a value in the teachers' minds. The interpretation of health is complex, therefore our health is influenced by our physical, mental and social state alike. It follows from this that in the course of school health promotion, taking all these factors into consideration, besides the elimination of health-damaging attitudes, an emphasis must be laid upon such personality development which contributes to the preservation of the individual's mental health as well. However, in several cases this aim is not attained due to hidden mechanisms working at schools, the contents conveyed by the hidden curriculum do not support the formation a health promoting inner environment of the institute, consequently they result in the weakening of the students' mental health.

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

Volume 3 Number 2 2008