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Miért lesz valakiből szakoktató? - A szakmai tanárképzés rekrutációjának és motivációinak feltárása
101-121Views:51The study aims to explore the recruitment patterns and motivational backgrounds of students entering vocational teacher education. The research focuses on part-time vocational teacher students at Dunaújváros University, who come from various industrial sectors. The empirical survey was conducted in spring 2025 through an online questionnaire, completed by 100 respondents. The questions addressed the reasons for choosing the teaching profession, the relationship between professional experience and motivation, and attitudes towards the teaching role. The findings reveal that students are primarily motivated by a commitment to knowledge sharing, professional growth, and a desire for a stable career. At the same time, some responses indicate uncertainty about the prestige and practical challenges of the teaching profession. The study contributes to a deeper understanding of recruitment trends in vocational teacher education and may serve as a basis for improving the content and support elements of teacher training programs.
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„Késleltetett elhivatottság” - A szakoktatói rekrutáció folyamata és a tanulók erősségeinek feltárása
70-100Views:50The recruitment and training of vocational instructors represent one of the most pressing challenges in the Hungarian vocational education system, simultaneously addressing the need for teacher supply and the attractiveness of the profession. The aim of this study was to explore how students entering vocational instructor training between 2021 and 2024 assess their own strengths along the character dimensions identified by positive psychology, and what changes can be observed across cohorts. The analysis, based on a sample of 221 students, employed descriptive statistics, ANOVA, correlation analysis, and cluster analysis. Findings indicate that students’ strength profiles are generally at a high level, particularly in curiosity, love of learning, kindness, and integrity. Two distinct profiles emerged: a high and a more reserved self-assessment group. The increase in conscientiousness suggests that entrants to the program are increasingly characterized by a strong sense of vocation and responsibility. From a pedagogical perspective, differentiated development strategies are needed, while from a recruitment perspective, vocational instructor training can be positioned as a profession offering value-based, community-oriented, and personal development opportunities.
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Mit mutat a szakmai tanárképzés világa? A szakmai tanárképzés hallgatóinak szociokulturális háttere és tanulási motivációi
37-69Views:57The development and transformation of vocational teacher education grounded in university traditions has been analysed by several Hungarian researchers (Ballér 1991; Katona 2015; Orosz 2003; Patyi 2021). There are also studies that trace the evolution of individual programmes—such as engineering teacher education (Holik, Nemes-Németh and Sanda 2021; Horváth 2013), agricultural engineering teacher education (Surányi 2018), and economics teacher education (Antal and Baksa 2013) from their inception to the present day. Beyond historical and structural analyses, research has also addressed the methodological and curricular characteristics of these programmes (Benedek and Szabóné Berki 2011). However, only a limited number of studies have examined the recruitment base of applicants entering vocational teacher training (Szabóné Berki 2015; Engler et al. 2017; Máté-Szabó 2019). More recently, scholarship in the field has shifted towards VET-pedagogical perspectives and methodological renewal (Rádli 2011; Tóth 2012; Szabóné Berki 2015; Tordai 2015; Holik 2016), as well as institutional case studies (Bacsa-Bán 2014; Tóth 2011; Nagyné 2024). The aim of this study is to provide a comprehensive overview of the sociocultural background, prior educational pathways, and learning motivations of students enrolled in Hungarian vocational teacher education. Our research examined 215 students across four study programmes: agricultural engineering teacher, health teacher, economics teacher, and engineering teacher education. Findings show that vocational teacher training predominantly enrols adult learners who typically possess multiple degrees, substantial professional experience, and a stable family background. The study also explores geographical access to programmes, students’ satisfaction, and their attitudes towards learning. Regarding learning motivation, two key dimensions were identified: emotional–self-realisation motives and external, instrumental drivers. Results indicate that family status exerts a significant influence on intrinsic motivation; single students demonstrate substantially stronger knowledge-acquisition and self-development intentions compared to married or divorced peers.
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A szakmai tanárképzés átalakuló mintázatai Magyarországon: Tendenciák és összefüggések a jelentkezési adatok alapján öt szak összevetésében
15-36Views:56The study examines the recruitment trends in Hungarian vocational teacher education between 2016 and 2025, focusing on five key programmes: agricultural engineering teacher, health sciences teacher, economics teacher, engineering teacher, and social studies teacher education. Using quantitative time series analysis based on the publicly available felvi.hu database, the research explores changes in the number of applicants and admitted students, trends in first-choice applications, and shifts in gender distribution among students. The results indicate a general but varying degree of growth after 2022, which was particularly strong in the fields of economics, agriculture, and engineering. Distinct patterns emerge across the examined disciplines: while health and social studies programmes remain female-dominated, engineering teacher education continues to be characterized by a high proportion of male students. Overall, the 2016–2025 period reflects a partial restoration of prestige in vocational teacher education.