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• „I have to be constantly disciplined” – a possible hypothetical model for pedagogical characters

  160-172

  Rita Diána Kósa

  Views:

  50

  How discipline the teachers in the primary schools in Hungary? How should they discipline to
  meet the expectations, values and norms of our society? According to my research, in today’s
  primary schools there are significant differences between discipline and conflict management.
  I analyse the differences and I set the behavior patterns of the teachers into three distinct types.
  These three characters are controlled from traditions, outside and inside. These three types are
  distinctly distinct in everyday life of schools, with different effects on students’ socialization. In
  this paper, I present this hypothetical model, its operation in the dimension of discipline. The
  interviews that underlie the analysis were prepared by village teachers teaching in the Vásárosnamény micro-region.

• The role of the hidden curriculum in the development of horizontal gender segregation, as a result of an interview research with teachers

  72-97

  Enikő Gál

  Views:

  71

  The impact and influencing power of educators and teaching aids used in education systems is an internationally researched area as they play a key role in the development and study of students’ personality. According to the literature, the teacher is one of the most significant „tools” of the hidden curriculum behind the official curriculum, but the presentation of the phenomenon in teaching aids strengthens gender stereotypes and reduces the possibility of gender equality. In this study, we examine the role of a hidden curriculum in the development of gender horizontal segregation, with particular reference to the influence of teachers and textbooks. In the empirical part of the study, we did conduct a semi -structured interview with 18 elementary school teachers through a non-probability expert sampling, which was analyzed by categorization and interpretation. Our results show that traditional gender roles have prevailed in the family of educators. During their studies, they observed a difference depending on their educators in terms of behavior and expectations – but they believe that they themselves do not differentiate between students. According to their views, the personality of the teachers is of particular importance regarding the personality development and academic progress of the students, however, the career orientation of the children is mainly determined by the parents family patterns that appear in the family.

• Key players of the education system: teachers in Transcarpathia in the years of the Ukrainian crisis

  165-196

  Viktória Ferenc

  Views:

  45

   In spring 2017 a survey was carried out among 338 practicing Transcarpathian Hungarian teachers about their material and professional satisfaction and migration plans. The study highlighted that one of the most crucial problems of the teachers is the low salary. Among those who are contemplating migration the main push factor is material dissatisfaction, followed by family and partnership reasons. However, we cannot speak about professional burn-out in their case. 72% of the respondents, without being satisfied with their situation, still does not think about migration, or is pretty sure about staying at the homeland. 84 persons (25%) belong to an endangered group, in which people embrace the idea of migration. Only 5 persons have done concrete steps in this direction. In these two groups we find mainly youger teachers. The most important destination country is Hungary. Among the respondents there is high number of Hungarian citizenship holders, however it is not an obvious catalyst of migration: people who are willing to go or willing to stay cannot be differentiated according to this aspect.