A gyakorlóiskola szerepe a pedagógusjelöltek felkészítésében

Abstract

National and international literature data have demonstrated that teacher trainees are dissatisfied with many areas of initial teacher education (Kocsis, 2003; Lukács, 2002; Jancsák, 2011, 2012). These reports have been largely confirmed by research into novice teachers' professional problems (Hagger and McIntyre, 2006; OECD, 2009; Fehérvári 2016). The aim of this case-study, conducted in the Practice School of Eszterházy Károly University in 2017, was to examine these issues in the current Hungarian context, and propose possible solutions with regard to the Professional Development School model.