Author(s): Diana BORBÉLYOVÁ, Emese PATAKI TÓTHOVÁ

Title: Az óvodapedagógusok továbbképzésének jellegzetességei Szlovákiában és Magyarországon

Source: K. Józsa, D. Borbélyová, Y. Orsovics, A. Nagyová, L. Varga, K. Nagy, B. Pukánszky, P. Tóth (eds.): 15th International Conference of J. Selye University. Pedagogical Section. Conference Proceedings

ISBN: 978-80-8122-496-6

DOI: https://doi.org/10.36007/4966.2024.143

Publisher: J. Selye University, Komárno, Slovakia

PY, pages: 2024, 143-160

Published on-line: 2024

Language: hu

Abstract: The 21st century teachers must possess a wide range of responsibilities, competences and attitudes to maximize their effectiveness in teaching and learning. This requires continuous self-improvement throughout their career. This is in line with the European Union education policy principles that increasingly emphasise Life Long Learning (LLL). This study focuses on the professional development systems of pre-school teachers in Slovakia and Hungary, using a questionnaire survey to investigate practical aspects, similarities and differences. It provides insights into the experiences of kindergarten teachers in-ser-vice training. The research explores opinions on the practical implementation of in-service training, identify real motivations for attending such training, and investigate teacher investigation with it. Furthermore, it seeks to identify the motivational factors that encourage pre-school teachers to participate in training. The aim of the study is to explore characteristics of the professional development systems for pre-school teachers in Slovakia and Hungary, shedding light on practice variations based on the opinions and perceptions of teachers in both countries. Drawing from the research data, it is evident which factors of the continuing education system are considered to be decisive by Hungarian-speaking kindergarten teachers in Hungary and in Slovakia, and to what extent the content of continuing education aligns with teachers’ expectations. Additionally, the research highlights differences, along with identifiable similarities, that significantly pedagogical practice. Notably, the most striking difference lies in the field of network learning, a concept largely unfamiliar in Slovakia.

Keywords: Hungary, Slovakia, kindergarten teachers, professional training

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