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• Az oktatói személyiség sajátosságai a vasútszakmában

  108-129

  Attila Farkas

  Roland Filep

  Krisztina Dajnoki

  Views:

  126

  For decades, researchers and practitioners have been searching for the answer to the question, which is still relevant today, of what makes a teacher "good", that is, effective and efficient. The solution is also to be found in the instructor's personality. In the course of our research, we aimed to examine the personality of railway instructors. In addition to the analysis of general personality traits with the Big Five model, our sub-goals included the study of the instructor's assertiveness, basic attitude towards people, influence technique and conflict management method. We conducted our own research using a questionnaire method and widely used tools at four different organizations. Analysis of variance was used to examine differences between groups. Based on the results, the instructors have the right foundations to create a positive atmosphere. They are characterized by openness, friendliness and an above-average level of assertiveness, and Machiavellianism is present only to a small extent. In conflict management, compromise, problem solving and avoidance are the most typical styles. Based on the results, we recommend further increasing the level of openness and assertiveness, and instead of seeking compromises, we recommend the use of complex problem solving more often.

• A hátrányos helyzetű tanulók nem-kognitív problémamegoldó készségének fejlődése a tanodában

  41-69

  Ildikó Bihari

  Views:

  231

  In contrast to cognitive skills, non-cognitive skills play a key role in shaping an individual's life course, yet the development of non-cognitive skills attracts insufficient attention. This study explores the contribution of study halls today to address the social disadvantage inherited by students in the area of non-cognitive problem-solving skills. The results of our exploratory study in five study halls in cities with county status in the Northern Great Plain region showed that study halls play a prominent role in mitigating the skills deficits of the mainly upper primary disadvantaged students included in the study. As a result of the developmental work of the study hall, problem-solving skills showed improvements mainly in the reduction of problem sources, in the problem-solving instruments and in the form of problem solving. As a result of the intervention of the study hall, the students' acquired social disadvantages were reduced and their inclusion in school, later in the labour market and in society was reinforced.