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POSSIBILITIES OF INTEGRATING CAREER ORIENTATION INTO TEACHER TRAINING
135-140Views:388The evolution of the teaching profession is closely related to social expectations and the professional expectations toward career guidance counseling professionals are complex and thorough. It is important to have an interdisciplinary approach and to have the appropriate social competencies! In this study, we strive to present the career orientation that promotes the development of appropriate competencies further teacher training, and career guidance opportunities in basic teacher training. To have an effective school career guidance procedure it's necessary to integrate this activity into the system of the “every day” pedagogical tasks. Therefore, it is important that teachers be aware of the training opportunities where career guidance is prioritized.
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FACTORS OF PARENTAL INVOLVEMENT IN RELATION TO CHILDREN’S BEHAVIORAL SYMPTOMS
7-25Views:350In our study, the features of contact between parents and teachers and the particular patterns they take were examined in connection with children’s behavioral symptoms. With cluster analysis, seven clearly analyzable patterns of contact were identified, the two most frequent of which (unifacial and formal) do not favor problem solving, nor provide parental satisfaction.
Two patterns (flexible and adaptive) proved to be the most satisfying and the most effective. Children’s symptoms (social problems, anxiety, somatization, attention deficit, deviant behavior, aggressivity) are significantly related to the quality of parent-teacher contact. In the case of the less favorable and less effective contact forms, parents report more behavioral symptoms, while in the case of the flexible, adaptive, emotionally satisfying, and effective problem-solving contact forms, there are fewer symptoms. These results draw attention to important tasks on many levels: to work out operable patterns of parent-teacher contact, to better understand the role and tasks of teacher training, and the need to involve experts to assist in developing parent-teacher contact, which is also indispensable in terms of helping and developing children and their mental health.
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THE EXPERIENCES OF PHYSIOTHERAPY IN PRESCHOOLS IN THE LIGHT OF A KINDERGARTEN RESEARCH IN HAJDÚBÖSZÖRMÉNY
27-34Views:533The literature and research on physiotherapy in Hungary are not as complete as the research on physical education, so this article is also incomplete. Our research aimed to report on the experiences of physiotherapy sessions for preschool children within the physical education sector, as this area is less researched. Our research presents the experiences of children and their parents who have participated in pre-school physiotherapy in a sample of children attending the Good Shepherd Reformed Kindergarten in Hajdúböszörmény. The results are presented based on the analysis of a questionnaire filled in by 50 parents and an interview with the physiotherapy teacher who teaches in the kindergarten. The survey shows that 8% of parents of preschool children did not know that their child was attending such sessions, 92% of parents were informed, but 20% did not know how many development sessions their child was attending. The majority of parents follow up on their child's development, but consider the information provided by the teacher to be insufficient. The vast majority of parents were also aware of their child's diagnosis. Parents' opinions showed that they consider the existence of physiotherapy sessions important, as they consider it essential for the effective development of a growing organism. Parents also noted positive effects of physiotherapy sessions, such as improved posture, flexibility, reduced orthopaedic deformities, increased endurance, or improved dexterity and hand-foot coordination. Another important aspect, according to parents, is that these sessions are free of charge, take place during nursery school hours and they are playful. According to the physiotherapy teacher, the number of sessions is not sufficient to achieve optimal improvement, given that the vast majority of children only receive development in kindergarten. These results are useful and can be used in the training of kindergarten teachers or further training courses.
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SPECIAL EDUCATION TEACHER TRAINING STARTS AT THE UNIVERSITY OF DEBRECEN IN 2017
108Views:378SPECIAL EDUCATION TEACHER TRAINING STARTS AT THE UNIVERSITY OF DEBRECEN IN 2017
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TEACHERS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: WHERE WE ARE COMING FROM AND WHERE WE ARE GOING TO?
25-40Views:412In this article, we focus on special educational needs teacher training, geographical differences, and labor market features. Sources are the admission database of 2014, n = 965), and the Hungarian Graduate Tracking System (HGTS) of 2012 and 2013; n = 567). Result: the situation of special education teachers is very good in the labor market, they are very successful because their unemployment rate is lower than average, and their job is in connection with their university studies.
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REFORMING THE TEACHER TRAINING OF THOSE WHO WORK WITH CHILDREN WITH SPECAIL EDUCATIONAL NEEDS IN DEBRECEN AND SZEGED INSTITUTIONS
7-24Views:315This study summarizes the work and significance of Dr. Sándor Náray-Szabó, who was the founder of the Hungarian special education in the 20th. century. At the end of the 19th century, Náray-Szabó (1861-1914) recognized social opportunities, and he worked in order to reform schools and the teacher training of disabled people. He was one of the founders of the modern Hungarian education system for those with special educational needs.
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SPECIAL EDUCATION TEACHER TRAINING STARTS AT THE UNIVERSITY OF DEBRECEN IN 2017
99Views:172SPECIAL EDUCATION TEACHER TRAINING STARTS AT THE UNIVERSITY OF DEBRECEN IN 201
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EDUCATION FOR MULTIPLE DISADVANTAGED STUDENTS IN ISRAEL
31-40Views:379Because of the three religions are involved in the social life in Israel, not only the society and everyday life are very complex, but its educational system as well. The religious, political, cultural, and economic diversity of society has left a strong impression on education, including the educational provision of minority students. The topic of the writing is the education in Israel, including the most disadvantaged group, the past of the Bedouin pupils and their current situation. Nowadays, Bedouins make up one-third of the Negev population (210,000 people) who have been constantly turning from semi-nomadic lifestyles into living in the past decades. About 90,000 people live in unknown villages and camps, which in itself poses serious difficulties for Israeli education policy. The article gives an overview of the changes in Bedouin's social situation in the past 60-70 years, the circumstances of the first school, the effectiveness of the Bedouin pupils, their opportunities for further education, and its characteristics. In order to understand the functioning of the education system, it is essential to know about teacher training and the characteristics of the teachers who work in Bedouin schools.
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Etymology, Cosmology, and Marine Stewardship: The Socio-Ecological Significance of Hygeralai in Luang Island
63-77Views:110This study examines hygeralai as a system of knowledge and socio-ecological governance practiced by the Indigenous community of Luang Island, Southwest Maluku, within the broader context of global climate change and increasing coastal development pressures. Against the backdrop of rising sea temperatures and ocean acidification that significantly affect coastal ecosystems, the study positions hygeralai not merely as a customary tradition, but as a normative and cosmological framework that structures sustainable human–nature relations. The research employs a qualitative ethnographic design grounded in ecological anthropology and the socio-ecological systems (SES) framework. Data were collected through in-depth interviews, participant observation, documentation, and spatial analysis using Geographic Information Systems (GIS). Sampling followed the principle of data saturation, reaching a saturation level exceeding 90%. Data analysis proceeded through domain, taxonomic, componential, and thematic stages to identify the normative, ecological, and social dimensions embedded in hygeralai practices. The findings indicate that hygeralai is rooted in linguistic transformation and local cosmology that conceptualize the sea as both a sacred domain and a communal resource. The system regulates seasonal harvesting closures and openings, restricts fishing gear, and institutionalizes collective responsibility for maintaining ecological balance. Coral reef conditions in the Luang region, including Metiamarang Island, remain relatively healthy, characterized by low levels of degradation and high biodiversity. Nevertheless, ecosystem sustainability faces internal challenges, such as unstructured waste management, as well as external threats including illegal fishing, destructive fishing practices, and the impacts of global climate change. The study demonstrates that hygeralai represents a spiritually grounded environmental ethic integrating historical, linguistic, and ecological dimensions within a community-based governance system. It contributes to the development of marine resource management models for Indonesia’s outermost small islands by emphasizing the integration of local knowledge, institutional support, and adaptive policy responses to global environmental change.
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Social Vulnerability in Post-Conflict Maluku, Indonesia: A Sociological Perspective
79-89Views:109The Maluku region constitutes one of Indonesia’s post-conflict areas that continues to experience long-term social consequences. The conflict not only resulted in physical destruction but also generated enduring social vulnerability manifested in fragmented social relations, weakened intergroup trust, and limited access to social and educational resources. This article aims to analysed the dynamics of post-conflict social vulnerability in Maluku from a sociological perspective, emphasizing how local communities interpret, experience, and respond to these conditions in their everyday social lives. The study employs a qualitative approach with a case study design, drawing on in-depth interviews, participant observation, and documentation of community-based social and customary practices. Data were analysed through thematic and narrative approaches to capture the interconnections between conflict memory, social structure, and community-based recovery mechanisms. The findings indicate that post-conflict social vulnerability in Maluku is structural, relational, and historical in nature; however, it does not entirely incapacitate the community’s social capacity. Customary institutions and community relations play a significant role in rebuilding social cohesion, facilitating social inclusion, and transmitting intergenerational peace values. These findings underscore that post-conflict recovery does not rely solely on formal state interventions, but also on the strength of local social and cultural practices and historical consciousness. This study contributes to the development of post-conflict sociology and the sociology of social inclusion by highlighting the importance of community-based approaches in understanding and managing social vulnerability.
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Educational Policy Responses to Support Roma Students
113-121Views:175This study examines Hungarian educational policy measures implemented between 2015 and 2025 to improve the academic success of Roma students. Education is viewed not only as a means of knowledge transmission but as a key driver of social mobility and equality. Roma students face complex challenges rooted in social disadvantage, cultural differences, and systemic issues such as segregation and institutional discrimination. The paper provides an overview of major interventions, including compulsory early childhood education, the Complex Instruction Programme (CIP), community-based tanoda initiatives, the Útravaló Scholarship Programme, and Roma Special Colleges. While these programmes have yielded positive local outcomes—such as improved cooperation, reduced dropout rates, and enhanced access to higher education—their long-term impact is limited by underfunding, project-based approaches, and lack of systemic integration. The study adopts a critical perspective, highlighting the need for sustainable strategies, teacher training in inclusive pedagogy, community involvement, and comprehensive monitoring systems. Recommendations include strengthening teacher education, promoting integrated social support, and ensuring Roma participation in decision-making. The findings underscore that only systemic, long-term measures can effectively reduce educational inequalities and foster genuine social inclusion for Roma communities.
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Student Autonomy, Activity, and Differentiation: Based on the "Learning Menu" Method
87-97Views:46In higher education, managing student heterogeneity and implementing learning organization solutions tailored to individual learning needs are becoming increasingly challenging. This study presents a pilot methodological development based on the use of a method called the “learning menu” at the Faculty of Education for Children and Special Educational Needs at the University of Debrecen, within the framework of the course titled “Active Exploration of the External World.” The goal of this development was to create a learning environment that simultaneously supports differentiation, student autonomy, and active learning. The learning menu was designed to allow students to choose from a variety of tasks of varying difficulty levels, tailored to different learning styles and preferences. The method allows for individualized learning paths while ensuring that common goals are not lost. The study presents the theoretical background of the method, its practical implementation. The feedback and the reflections of the involved students and the instructors are also presented. The results suggest that the learning menu contributed to increased student activity, motivation, and autonomy, and supported differentiated learning organization even in larger student groups. Based on these findings, the method shows promise for adaptation in other teacher-training courses; however, its implementation requires careful planning and significant preparatory work on the part of instructors.
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The Role of Parental Support Groups in Promoting Mental Health within Conductive Education
51-66Views:251In our study, we present one of the works from the Research Workshop on Social Integration and Employment Support at the Pető András Faculty of Semmelweis University, Budapest. This work examines conductive education and the collaboration with families, summarizing the broad activities and crucial role of mental health parent groups. Our research continues an earlier previous study (Kapcsándy, et al., 2024) aimed at evaluating the mental health parent groups operating within the Faculty. For two decades now, group sessions have been held here, led by conductors with knowledge in psychology and mental health, offering support to parents in coping with crises, ensuring they do not feel isolated in their struggles. In our study, we conducted semi-structured interviews with parents, specifically mothers (n=13), who have participated in these support groups over the past 15-20 years. Our aim is to summarize the insights gained from these conversations and, based on the findings, offer recommendations to both conductor training and practice regarding mental health support. The interviews were coded using the MAXQDA software. We explored which areas of family life were supported by the parent groups led by psychologists and conductors and how participants perceived the group’s supportive nature. An important message for the Faculty is that all parents had a positive experience with the sessions, highlighting the demand for a systematic provision of mental health support for families. During the interviews, we observed that these sessions had a significant impact on the mothers’ later lives, with several choosing a helping profession as a result of the group’s influence. We also encountered cases where the children of mothers attending the groups chose to study in supportive fields (e.g., psychology, therapeutic riding instructor, and teacher).
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REGION, RELIGION AND POLITICS PRESENTED ON RADIO BY PROFESSOR MANDICA MANJA KOVAČEVIĆ, PH.D.
111-119Views:307Doctor Mandica Manja Kovačević (1929–2011) was a professor at several Croatian teacher training colleges (Čakovec, Kutina, and Gospić) and the author of three books and some 60 papers in various journals. She moderated a weekly ten-minute program for the local radio station in Gospić in the first decade of the 21st century. Thus, more than 300 radio contributions were produced, of which seventy were published in the book “Life on the Highest Wave” (Gospić, 2010). By researching and presenting phonographic recordings not included in the aforementioned book, this paper focused on the topics dealing with the affairs from the Croatian society in the first decade of the 21 century serving as an original sample by means of which Professor Kovačević had presented her personal views and attitudes resulting from life experience and local and traditional expectations. Professor Kovečević’s original reviews have attracted the attention of a large number of listeners because they have been able to find answers to questions that are usually contemplated by a contemporary man torn apart between existential challenges and spiritual search.