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Professional Calling in Higher Education F T . Gabriella Pusztai and Tímea Ceglédi Tímea Gabriella and Pusztai editors During our research we wanted to nd out about the Professional Calling characteristics of the population of teacher education students in our region in 2015. Who are the students who in Higher Education make up the next generation of teachers, what backgrounds do they come from, what motivations do they have and how Education in Higher Calling Professional committed are they to the profession? And, above all, how is P their professional identity shaped during the years of higher education? Our analyses always involved comparison, either to students preparing for other professions or to teacher education students from other regions of the Carpathian Basin. Our research has revealed that there are new phenomena to be identi ed in the professional socialisation process in higher education and to be reacted to with well- planned institutional policies so that higher education institutions can enter the eld of action with su cient power to shape identities. Edited by Gabriella Pusztai and Tímea Ceglédi PARTIUMPARTIUM–P–P P P S– S–ÚÚ M M K K Professional Calling in Higher Education Challenges of Teacher Education in the Carpathian Basin Edited by Gabriella Pusztai and Tímea Ceglédi © Veronika Bocsi, Tímea Ceglédi,MEGHÍVÓ Anita Csokai, Ágnes Réka Dusa, Ágnes Engler, Marzanna Farnicka, József Balázs Fejes, Hajnalka Fényes, Mihály Fónai, Dana Hanesová, Valéria Kelemen,a TÁMOP Klára Kovács,-4.1.2.B.2 Zsuzsanna-13/1-2013 -Márkus,0009 azonosító Pentti számú, Moilanen, Laura Morvai, Gabriella„Szakmai Pusztai, szolgáltató Gabriella és kutatást Mária támogató Stark, Norbert regionális Szűcs, hálózatok Balázs Török, a pedagógusképzésértauthors, az Észak 2015-alföldi régióban” (SZAKTÁRNET) pályázat keretén belül megrendezésre kerülő © Gabriella Pusztai, Tímea Ceglédi editors, 2015 TARTALMI ÉS MÓDSZERTANI ÚJÍTÁSOK A TANÍTÓKÉPZÉSBEN Reviewer: Zsuzsanna Veroszta című Translators: Mariann Lieli, Zsolt Hegyesi, Pál Lieli, Éva Valis and Nóra Barnucz WORKSHOPRA Language reviewer: Jablonczay Lenke Ifj úsági Egyesület DEBRECENI REFORMÁTUS HITTUDOMÁNYI EGYETEM Proof reader: George Seel Debrecen, Kálvin tér 16. B épület, Kálvin terem Higher Education & Society 3. 2015. március 3. 14.00 Published by PARTIUM PRESS PERSONAL PROBLEMS SOLUTION ÚJ MANDÁTUM Publisher in charge: Zoltán Zakota & Borbála Németh Editor in chief: István Péter Németh Cover design and layout: Attila Duma Printed in: HTSART Printing House ISBN 978-963-12-3401-5 TÁMOP-4.1.2.B.2-13/1-2013-0009 Enhancing the regional networks of professional services and research activities to support teacher development in the North-East region of Hungary Veronika Bocsi, Tímea Ceglédi, Anita Csokai, Ágnes Réka Dusa, Ágnes Engler, Marzanna Farnicka, József Balázs Fejes, Hajnalka Fényes, Mihály Fónai, Dana Hanesová, Valéria Kelemen, Klára Kovács, Zsuzsanna Márkus, Pentti Moilanen, Laura Morvai, Gabriella Pusztai, Gabriella Mária Stark, Norbert Szűcs, Balázs Török Professional Calling Pin Higher Education Challenges of Teacher Education in the Carpathian Basin Edited by Gabriella Pusztai and Tímea Ceglédi PARTIUM–P P S–Ú M K Nagyvárad–Budapest, 2015 Higher Education & Society Series editors: Gabriella Pusztai, István Péter Németh Board of editors: István Polónyi Gabriella Pusztai Zsuzsanna Veroszta István Péter Németh ©PARTIUM PRESS ©PERSONAL PROBLEMS SOLUTION ©ÚJ MANDÁTUM © Gabriella Pusztai, Tímea Ceglédi editors TABLE OF CONTENTS TEACHER EDUCATION STUDENTS IN CENTRAL AND EASTERN EUROPE (Pusztai, Gabriella & Ceglédi, Tímea) ..........................................................................................7 REFORMS IN TEACHER EDUCATION ............................................................................12 A Phenomenon-based Curriculum for Teacher Education (Moilanen, Pentti) ............................................................................................................12 What Should TE Students Know about the Reality of the Teaching Profession? (Hanesová, Dana) ..................................................................................19 Transformations of the Polish Education System and Paths of Teacher Professionalization in the Light of the Consequences of the 1999 Reform (Farnicka, Marzanna) ..................................................................33 Kindergarten Teachers and Parents – Some Characteristic Features of the Kindergarten System in Hungary (Török, Balázs) .....48 BACKGROUND OF TEACHER EDUCATION STUDENTS .........................................61 Resilient Teacher Education Students. Social Inequalities in Higher Education (Ceglédi, Tímea) ......................................................................61 Teacher Education Students in Minority and Majority Education (Márkus, Zsuzsanna) .......................................................................................................76 Hungarian Teacher Education in Romania in the Light of Minority Learning Paths (Stark, Gabriella Mária) .................................................................86 The Contribution of Secondary Schools to the Choice of Career (Pusztai, Gabriella) ..........................................................................................................98 TEACHER EDUCATION STUDENTS ON CAMPUS ...................................................117 An Analysis of Teacher Education Students’ Child-rearing Values in a Cross-Border Area (Bocsi, Veronika & Morvai, Laura & Csokai, Anita) ...117 Teacher Education Students’ Leisure Activities and State of Health (Kovács, Klára) ..............................................................................................129 Differences between Teacher and Non-Teacher Education Students’ Volunteering (Fényes, Hajnalka) .....................................................139 Teacher Education Students’ International Mobility Plans (Dusa, Ágnes Réka) ........................................................................................................151 PROFESSIONAL IDENTITY FORMATION ...................................................................160 Possible Benefits of Linking Teacher Education with Disadvantage Compensation (Fejes, József Balázs & Szűcs, Norbert & Kelemen, Valéria) .........160 The Effect of Student’s Commitment on Career (Engler, Ágnes) ......167 Teacher Education Students’ and Law Students’ Images of their Profession (Fónai, Mihály) ......................................................................................175 AUTHORS ...............................................................................................................................185 5 Pusztai, Gabriella & Ceglédi, Tímea: Teacher Education Students in Central and Eastern Europe TEACHER EDUCATION STUDENTS IN CENTRAL AND EASTERN EUROPE Pusztai, Gabriella & Ceglédi, Tímea The teaching profession’s loss of prestige over the past few decades has been the consequence of a number of simultaneous negative trends. Research on teacher education in Central and Eastern European countries suggests that it is worthwhile investigating the reason for a peculiar self-selection which causes high-status and well-performing students to opt for other professions at the career choice stage. Alongside the appeal of more favourable professional and financial career prospects, it can be clearly detected that teachers’ professional self-image is worse than society’s opinion of them (TALIS, 2013; Fónai et al., 2014; Fónai & Dusa, 2014; Fónai, 2014). The growing uncertainty of teachers’ professional identity is a warning, and it is necessary to establish its causes in order to restore it. The countries of Central and Eastern Europe have obviously had to cope with the burden of the long-lasting effect of the ideological pressure on teachers since the middle of the last century as well as an education policy which aimed to treat the formerly stratified professional group uniformly as “teachers”. The ideological struggle of the socialist era proved to be a further drawback, as it created an atmosphere full of suspicion between teachers and parents, and thus the most important partners in education were left without each other’s support. Still, what has been the most difficult to recover from is the constant experience of distrust among teaching staff members, either because of ideological control or, after the political transition, as a result of an educational policy encouraging individualistic competition (Pusztai, 2011). At the same time, research has already proved that if teaching staff members form a professional community where there is trust, it has a beneficial effect on teaching and even on the performance of students from disadvantaged backgrounds (Bordás, 2014a; 2014b; 2015; Bacskai, 2013; 2015). Research on the teaching profession, apart from self-selection, has called attention to another widespread negative phenomenon: the abandonment of the teaching profession on a large scale which is significant even by international standards (TALIS, 2013; Varga, 2007; Kovács & Fekete, 2014; Sági & Ercsei, 2012; Nagy & Varga, 2006; Pusztai et al., 2015; Jancsák, 2012a; 2012b; Pusztai, 2012; Kovács, 2015a, 2015b). According to the latest findings, this is rooted in insufficient professional socialisation, especially during the years spent in teacher education (Jancsák, 2012a; 2012b; 2015; Pusztai, 2012; 2015). In our region as well, some freshly graduated teachers give up their teaching careers either right after graduation or a few years later. The
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