Theory – Practice: Students’ Experiences in the Teacher Education Programme of the University of Pécs
DOI:
https://doi.org/10.37205/TEL-hun.2025.3.02Keywords:
teacher education, student satisfaction, pedagogical-psychological module, disciplinary training, teacher career motivationAbstract
Thee long-standing structural tension in Hungarian teacher education stems from the imbalance between disciplinary (academic) training and pedagogical-practical preparation, which is interpreted by the domestic literature as a long-term consequence of paradigm shifts in teacher education (Pukánszky, 2014; Sáska, 2015).
This study aims to explore how teacher education students of the University of
Pécs evaluate the balance and coherence of the disciplinary, pedagogical-psychological, and practical components of their training. Using a mixed-method design,quantitative questionnaire data (N = 216) were complemented by qualitative focus group discussions (N = 30).
Findings indicate that while students generally appreciate their instructors’ competence and course content, they consider the programme insufficciently practice-oriented, and their career motivation tends to decline during the programme.
Student feedback highlights the need for a stronger integration of disciplinary and pedagogical modules, and for closer alignment between practical teaching experiences and curricular content.
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