Practice and Theory in Systems of Education


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Editorial Board


CONTENTS
Volume 4 Number 3-4 2009
ISSN 1788-2591 (Online)
ISSN 1788-2583 (Printed)


Csaba ÉLES:
Protestant Culture and Puritan Morale,
pages 1-8

The relevant message of Calvin's famous theoretical work is the symbiosis of the knowledge of God and self-knowledge, the emphasis of the pedagogical responsibility of preachers and parents. The practical main work is the city of Geneva and the Academy in it: the strictness of morality and intellect. So the image of Switzerland is based on the Helvetian faith, which was complemented by the pedagogical tradition of the country. The positive aspects of the whole society are reflected in different forms but always in an acknowledged way in the literature, the philosophy and social sciences of the 18-20 centuries.

Krisztina FODOR TÓTH:
E-Learning, E-Communication, E-Educator,
pages 9-18

The theme of my presentation is studying the possible roles and communicational possibilities, as well as habits of educators within the framework of e-education, principally in higher education. In higher education we think students are able to study independently and they are motivated to learn on their own. So we pay not much attention to help them study, not even if we talk about e-learning. But we have to see that even appropriate ICT-skills are not sufficient for learning on-line: students need appropriate learning competences and motivation for efficiency in e-learning. Both requires the teacher's customized support - and on this way we get to the very important role and tasks of e-educator alias e-tutor.

Árpád ANGYAL:
Training in the Regional Integrated Vocational Training Centre of Eger,
pages 19-22

Educational institutions dealing with vocational training have long been accused of that the changes in the educational system and labour market happen almost independently from each other.

Márta MOHÁCSI:
Scientific Life and Regional Innovation in Debrecen,
pages 23-34

The traditional role and the expectations of higher education institutions have been altered. The development process already completed in Western-Europe has dragged on in Hungary. However, the powerful change of the economy, the dramatic increase in training costs, the limitations of subsidies, the speedy decline in social appraisal, the problems of financing and the higher education challenges of EU membership equally call for rapid changes. For higher education there is no way out but establishing a rational, continuous discourse with the characters of the receiving environment, the region and the formation of an ideal balance of training-research applications. Business organizations ought to make more effort to deal with the issues of training and further training, and higher education should be present as a provider of a service. The emphasis will be shifted from knowledge transfer to the acquisition of learning skills and methods, thus training institutions have to keep abreast of the development of information and communication technologies. There is a need for regional networks.

Melinda ÚJVÁRI HANDÓ:
Research of the Social Relations of Roma and Non-Roma Pupils with the Help of Socio-Metrical Questionnaires,
pages 35-48

The education of Roma children has been an acute, unsolved problem of the Hungarian education system as well as the Hungarian social system for decades. Despite the numerous researches carried out in connection with Roma people we still know few about the topic, especially about the present situation and about how the Roma and non-Roma children perceive each other. How their social relations are influenced by the local and global changes and finally what the teachers' opinions are about the situation and how efficiently they deal with the occurring problems. That is why we felt the importance of carrying out a comprehensive empirical research in which we could objectively cast light upon the relationships between Roma and non-Roma children in the Hungarian education system.

Judit TAUSZIG:
Diversity in the Classroom,
pages 49-62

The European Union has a long term tradition in handling the question of the special educational needs and is quite enthusiastic about this topic. This field is an integral part of the Aquis Communautaire. From the 70's the European Union has committed itself firmly to integrative education, considering any other solution complementary. Moreover the philosophy of inclusion represents a pedagogy which integrates everybody, takes into consideration the individual characteristics, meets the requirements of individual needs and bases on individual differentiation and development. Integration has the power to strengthen the bonds between students with special educational needs and their peers and change the negative attitude towards them. However handling the diversity in the classroom is one of the most challenging fields, which requires changes in the pedagogical contents, curriculum, methodology, environment, attitudes and makes necessary the efforts and cooperation of all the affected sides. The study represents the experiences and results of a research made in a quite heterogeneous environment with students at adolescence. It focuses on the exploration of young people's peer relations. As a methodology the survey uses sociometry from an unusual view. Giving new aspects of the research of school integration and sociometry the survey analyzes the peer relations and community life from the view of the different kinds of special educational needs in the examined integrated grades.

Erzsébet TUNYOGI & Annamária KOFRÁN REMI:
Developing Handicapped Children with Game Therapy,
pages 63-70

Game therapy is an early intervention program for infants and small children with central nerve system damages and genetic disorders and is applied by the therapists cooperating closely with the parents. This multidisciplinary method builds on medical, pedagogical and psychological knowledgebase.

Katalin KOVÁCS & Zsuzsanna SÁRINGER SZILÁRD:
Student Teachers' Opinions of Educational Games,
pages 71-76

Over the course of the past decades the efficiency of segregated education has increasingly been called into question in Hungary, necessitating a thorough review of the theoretical and practical benefits of integrated education. The need for differentiated development is today a necessary part of pedagogical culture, however our teachers are far from ready to meet the demands of individual development and they lack the practical skills and capacities for this.

Erzsébet Mária JÁRMAI & Mariann JÁRMAI:
The Quality of the Education and the Coherence of the Emotional Competencies,
pages 77-84

The quality of the teacher's work, which is one of the many factors affecting the quality of the education is crucial from the aspect of the learning method of the students. However, the interesting result of the related scientific researches is that the measureable characteristics (for instance the level of the qualification, the teaching experience etc.) of the teachers slightly explain the deviation of the results of the students. According to the view of the experts, the unmeasureable characteristics are closely related to what happens in the classroom. As for the teacher's teaching methods, they apply not only their professional knowledge, but their emotional competencies are also important.

Renáta Anna DEZSŐ:
Teaching English, Teaching Boyash, Teaching Romani: Challenges in Common,
pages 85-100

Due to several reasons foreign and/or second language teaching is not necessarily a course book driven activity - learners' needs should be prior to syllabus requirements. The present study introduces four different ways of using script-based drama in language teaching. Examples that come from the author's teaching experience are supported by methodological reasoning of colleagues' articles from all over the world. Encouragement to apply the techniques introduced to those who teach minority languages, Boyash and Romani is one of the main goals of this paper.

Borbála RIEGER:
Gender and Target Language Effect on Beliefs about Language Learning,
pages 101-114

This paper presents the findings of a research project conducted among Hungarian university students studying at the English and German departments at a university in Budapest, with regard to their beliefs about language learning and discusses the results in relation to another study conducted in Hungary. The research instrument employed in the present study is used a modified Hungarian version of Horwitz's BALLI (Beliefs About Language Learning Inventory) to gather data from the participants. Although numerous similar studies have been conducted since the inventory was first published, the present study focuses on investigating not only gender effect, but also the differences in learners' beliefs based on their target language in a university setting. The reason for examining differences caused by the language learnt is that in the past several decades the English language has become the global lingua franca, while German, which had until recently enjoyed a strong regional significance in Central Europe, has lost a considerable amount of importance. Thus it has become relevant to examine whether learners' beliefs about language learning are global or rather influenced by the given language they are studying. The researcher had established principal components that are connected to Horwitz's main themes and deal with attitude towards authentic materials, motivation, language aptitude, language difficulty and language learning approaches. These results show a number of significant differences based on the target language and gender of respondents.

Ildikó SZENDRŐI:
An Unsuccessful EFL Learner?,
pages 115-126

The purpose of the present study is to introduce the unique case of a Hungarian college student who experiences lack of success in her English language studies and to reveal the factors that may contribute to her apparent underachievement. Prior to the analysis the student was labelled as unsuccessful in her EFL studies both by herself and the teacher. The participant's lack of success was determined on the basis of her overall English language development, her test results, her participation in classroom activities and her communicative competence. Data analysis heavily relies on five data sources: the analyses of the student's homework assignments and previous tests, a language learning history composition, a language learning diary and a semi-structured, in-depth interview. In the analysis of the obtained data Ellis' 5-category description of 'the good language learner' will be used. Having gained a deeper insight into the present student's foreign language learning environment, language learning attitude, motivation, beliefs and her preferences towards certain teaching styles, the paper concludes that the student is more likely to correspond to the description of the 'good language learner' and her apparent lack of success can be attributed to several external factors. Was she given the individual attention, patience and the tailor-made practice she needs, she would, by no means, show significant advancement in her English language studies.

Cecília TUSA:
Improving Intercultural Skills in Business Language Education,
pages 127-136

Foreign trade relations of Hungary demands evermore sophisticated business language skills of experts in the fields of economics, finances and tourism. Beside language-understanding the culture-understanding become more and more important, and cultural appreciation will assist the business language teaching. As the European Union prescribed, the European Higher Education Community should be achieved till 2010. This requests not only convergence the higher education systems inside the border of the EU but also sets the requirements of the university / college graduates to own proof, in the business life usable communication skills, cultural knowledge and preferably work experiences from abroad at the moment of receiving their diploma. As several innovative institutes, the Faculty of Economics at the University of Pannonia recognized this tendency and its importance, and initiated between September 2006 and June 2008 a new model for Business English and Business German education.

Erika SZIRMAI:
Learner Autonomy and Foreign Languages,
pages 137-144

The present paper outlines some of the issues raised and the conclusions the most influential theoreticians came to in the area of learner autonomy in foreign language learning. It refers to some approaches that led to the changing role of the learner and that of the language learner. Also, since all theories are measured against the practices they lead to, important empirical research and experiments are introduced, those of Leni Dam and David Little. Their ideas culminated in the European Language Portfolio of the Council of Europe, the beginning and the applications of which are also introduced.

Margit SZIRÁNYI:
Physical Education and Sport Problems of Children with Ocular Diseases,
pages 145-150

The article aims to represent the importance of special pedagogical methods for children with ocular diseases. Since an illness of the eyesight of any scale can bar motion development, the run of bodily abilities and motion coordination, it is vital to understand some basic methods of physical education designed for children wearing glasses. Those affected in the problem become unsteady in motion in the course of growth, finally, habits of normal lifestyle change as opposed to peer group. Theories are verified on the basis of ability and anxiety tests performed among children aged 6-12 with the help of a specially designed barrier field. Researches conclude that children's perceptional, learning and motion coordination difficulties need special attention since these combined with eyesight defects will further complicate the fulfilment of school expectations.


Previous Issues

Volume 1 Number 1 2006
Volume 1 Number 2 2006
Volume 2 Number 1-2 2007
Volume 2 Number 3-4 2007
Volume 3 Number 1 2008
Volume 3 Number 2 2008
Volume 3 Number 3-4 2008
Volume 4 Number 1 2009 Volume 4 Number 2 2009