This presentation is an outline of my research findings on professional beliefs and understanding of teaching and learning of student teachers in the middle of their training period in two different countries in the Carpathian Basin: Hungary and the Ukraine. Transition of democratic values in teacher training from a Prussian tradition may be traced in the theoretical framework. Relationship between didactics and other learning sciences (such as cognition and social psychology) is also in the scope of the research.

Gardner’s concept of multiple intelligences (Gardner 1983, 2006, 2014) suggests the existence of eight different intelligences (verbal, logical, spatial, visual, kinesthetic, musical, interpersonal, intrapersonal) and claims that particular variations of these intelligences may be profession specific. According to his findings those involved in the teaching profession are typically strong in their interpersonal, intrapersonal and verbal intelligences. Dweck (2006, 2007) claims that our mindsets may be fixed or growth depending on our beliefs concerning intelligence and characteristics. She distinguishes between her categories according to one’s attitudes towards challenges, obstacles, effort, criticism and the success of others. Her researches have consequences in the classroom environment on learners’ and teachers’ behaviour.

The constructivist standpoint regarding the nature of learning and the teacher’s role is a significant marker in teacher education. My professional cradle, the Institute of Educational Sciences at the University of Pecs, Hungary argues for the priority of learning centered approaches in the teaching and learning process – that is to emphasize and to take into consideration the peculiarities, social and individual differences of those involved in the teaching-learning process and the usage of adequate methodology.  

Followed by the theoretical investigation of the American authors named above (Dezso 2012, 2014) I was wondering whether we may trace the characteristics of fixed and growth mindset of student teachers in Eastern Europe along the same criteria as those in the United States. Also I intended to find out if student teachers’ mindsets in this region are anyhow related to their views on the teaching and learning process. Last but not least I wanted to find out if student teachers’ intelligence profile is similar to the one described by Gardner and whether these intelligences correlate to the educational views of student teachers in Eastern Europe.

The research was realized in the frames of TÁMOP 4.2.4. A/2-11-1-2012-0001 “National Excellence Program – Elaborating and operating an inland researcher personal support system.” The project was subsidized by the European Union and co-financed by the European Social Fund in 2013 and 2014.

1. Dezső, R. A. (2012): Termékeny tudatú, kedvesen követelő tanármodell. (Growth Mindset - Warm Demander Teacher Model) In: Fóris-Ferenczi R. – Demény P. (Eds.) Interaktív eszközök és módszerek a tanulási folyamatban. (Interactive Instruments and Methods in the Process of Learning) Kolozsvár: Egyetemi Műhely Kiadó – Bolyai Társaság (Cluj-Napoca: University Workshop Press - Bolyai Society) pp. 27-40 2. Dezső, R. A. (2014): May Each Learn? HERJ 4 (2) 3. Dweck, C. S. (2006): Mindset. The New Psyschology of Success. New York: Ballentine Books 4. Dweck, C. S. (2007): ”The Perils and Promises of Praise”. Educational Leadership. 65 (2):34-39 5. Gardner, H. (1983): Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books 6. Gardner, H. (2006a): Multiple Intelligences. New Horizons. New York: Basic Books 7. Gardner, H. (2014): Mind, Work, and Life: A Festschrift on the Occasion of Howard Gardner’s 70th Birthday. Volume II Cambridge, MA: The Offices of Howard Gardner