Teachers, Teacher Education, and Professional Development
Before the Bologna Process8 was adopted in Hungary in 2006, teacher training colleges provided an eight semester program that prepared teachers to teach all subjects in Grades 1 to 4 and specialist subjects in Grades 5 and 6. Teacher preparation in colleges consisted of two mandatory, parallel sets of courses: education in the area of specialization and general teacher preparation. General teacher preparation consisted of coursework in pedagogy and psychology. The main topics in pedagogy included basic theories of pedagogy, theoretical and practical preparation for educational tasks, and skill development in planning, organizing, directing, and assessing teaching and learning. Teacher preparation in psychology included psychology and interdisciplinary studies, and the development of the personality of the teacher trainee. Students attending these courses also took part in an 8 to 10 week professional practicum, which included two types of teaching experience: observing and teaching lessons with the guidance of a mentor teacher and individual teaching practice in two different schools.
Following the adoption of the Bologna Process in 2006, lower primary school teachers now are required to hold a bachelor’s degree, which may be earned in eight semesters at a teacher education college. Teacher education colleges may be independent institutions or part of a university. Under this system of teacher education, students take courses in specialty subjects as well as in pedagogy and develop their teaching skills. In their last semester, students participate in a continuous 8 to 10 week teaching practicum. Teacher education culminates with an in-classroom teaching examination and a state examination. Teachers who have earned a bachelor’s degree can teach all subjects in Grades 1 to 4, but only the subject of their specialization in Grades 5 to 6.
Under this system, teaching any subject at the upper primary level requires a master’s degree. Following completion of a six semester bachelor’s degree, training at the master’s level focuses on pedagogical areas. Students receive training in methodology (subject pedagogy), general pedagogy, and psychology. In their final semester, students take part in a continuous teaching practicum at an institution of their choice that involves observing, individual teaching, dealing with after-school tasks, and attending related seminars. Teacher education at the master’s level qualifies teachers to teach in Grades 5 to 12.
In 2013, teacher education courses were reintegrated in 10 or 12 semester programs, comprising 8 or 10 semesters of study, respectively, plus two additional semesters of professional teacher practice. The 8 semester programs prepare teachers for elementary school, while the 10 semester programs prepare teachers for secondary school.
Requirements for Ongoing Professional Development9
Teachers are required to participate in at least 120 hours of professional development every 7 years. School principals have the option of reducing teacher workloads if the teachers are involved in in-service training programs. Subject examination preparatory courses are the most common form of professional development. These classes usually cover education management, pedagogy, and professional services. However, assessment and evaluation courses are becoming increasingly popular.
In 2013, a life career model was introduced for teachers. Under this system teachers are classified based on their qualifications and years of teaching experience according to the following stages: Intern, Teacher 1, Teacher 2, Master Teacher, and Teacher Researcher. To obtain Teacher 2 status, teachers must upload their portfolio (comprising their professional record, lesson plans, and other materials), pass a performance evaluation comprising classroom observation by visiting inspectors, and then present their portfolios. Based on these components of evaluation, the Educational Authority issues a certificate, and teachers may advance within the system.