Hungarian vocational education teachers’ views on their pedagogical knowledge and the information sources suitable for their professional development

Hungarian vocational education teachers’ views on their pedagogical knowledge and the... csikos.csaba@tok-elte.hu Department Background: Vocational education teachers are key participants in the renewal of the of Mathematics, Faculty Hungarian vocational educational system. Their professional development (as indicated of Primary and Pre-School Education, ELTE, Budapest, by their learning activities, learning targets and information sources) contains both Hungary the input for improving their teaching and the findings essential for affecting future Full list of author information improvements. The aim of this questionnaire survey was to explore Hungarian voca- is available at the end of the article tional education teachers’ views and judgements on three interrelated phenomena: their learning activities, their opinion regarding the importance of pedagogical knowl- edge and the efficiency and usage of information sources relevant to their professional development. Methods: A total of 1131 teachers from 37, randomly selected vocational education schools completed a questionnaire based on five subscales, each containing five-point Likert-scales: (1) teachers’ learning activities, (2) judgment of their preparedness in ped- agogical knowledge, (3) judgment on the importance of their pedagogical knowledge components, and (4) the efficiency and (5) usage of information sources in furthering their professional development. Results: All subscales display appropriate reliability (Cronbach’s alpha ranged from .65 to .94). The study provides the descriptive statistical http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Empirical Research in Vocational Education and Training Springer Journals

Hungarian vocational education teachers’ views on their pedagogical knowledge and the information sources suitable for their professional development

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Publisher
Springer International Publishing
Copyright
Copyright © 2018 by The Author(s)
Subject
Education; Professional and Vocational Education; Labor Economics; Organizational Studies, Economic Sociology
eISSN
1877-6345
D.O.I.
10.1186/s40461-018-0063-x
Publisher site
See Article on Publisher Site

Abstract

csikos.csaba@tok-elte.hu Department Background: Vocational education teachers are key participants in the renewal of the of Mathematics, Faculty Hungarian vocational educational system. Their professional development (as indicated of Primary and Pre-School Education, ELTE, Budapest, by their learning activities, learning targets and information sources) contains both Hungary the input for improving their teaching and the findings essential for affecting future Full list of author information improvements. The aim of this questionnaire survey was to explore Hungarian voca- is available at the end of the article tional education teachers’ views and judgements on three interrelated phenomena: their learning activities, their opinion regarding the importance of pedagogical knowl- edge and the efficiency and usage of information sources relevant to their professional development. Methods: A total of 1131 teachers from 37, randomly selected vocational education schools completed a questionnaire based on five subscales, each containing five-point Likert-scales: (1) teachers’ learning activities, (2) judgment of their preparedness in ped- agogical knowledge, (3) judgment on the importance of their pedagogical knowledge components, and (4) the efficiency and (5) usage of information sources in furthering their professional development. Results: All subscales display appropriate reliability (Cronbach’s alpha ranged from .65 to .94). The study provides the descriptive statistical

Journal

Empirical Research in Vocational Education and TrainingSpringer Journals

Published: Feb 21, 2018

References

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