02 SES 11 C, Evolving practice of VET teachers and trainees
Career development is a process of identification with the chosen profession. At the end of this process, in an ideal case, one is able to be involved in a jobbyoccupation.Vocational trainings have an important role in introducing the bright sides and also difficulties of a profession to the candidates, to help commitment and role-learning. Through the process of career identification, the correspondence of requirements of a profession and the candidate's personal characteristics can be seen, resulting in either satisfaction with the chosen profession, oreagerness of personal development, perhaps leaving the career(Ritoók, 2008).In our teacher training, we find it immensely important to help career orientation and career identification of our students with teaching profession.Teacher training has a new system: in 2013, Hungarian students planning to be a teacher started an old-new style of teacher education: undivided teacher training. The difference is, that while in Bologna system students have to choose teaching courses only in their 3rd year of education, in this undivided education students are being trained to be a teacher from the first semester of their college/university years. We were curious about differences in career orientation of BA/Bsc students and students in undivided techer education.
In Eszterházy Károly College, Eger, Hungary, under the tender TÁMOP-4.1.2.-08/1B-2009-0002 a methodological toolbar was developed to assist pre-service teacher students to evaluate their suitability for the teacher profession. Among these tools, we elaborated a career orientation training course and a career orientation self-definition questionnaire. In the present paper, we would like to report about the development process of the questionnaire, and comparative study results with the questionnaire.
With the development of the Career Orientation Self-definition Inventory (COSI) we wished to facilitate students' self-selection for teacher profession by assisting students' reflective thinking about teaching profession and their own personality and competences. Several studies have been done with the COSI. Main aims were to compare four sample groups along the factors of the inventory: BA/Bsc students who are teachers-to-be, those who don't wish to take teaching courses, students participating in the new undivided teacher training, and practicing teachers.
Dávid, M. (ed.) (2011): A tanári pályaalkalmasság megítélésének módszerei. EKF, Eger. Ritoók Magda (2008) Pályafejlődés – pályafejlődési tanácsadás ELTE Eötvös Kiadó, Budapest SWENNEN, A., JONES, K., VOLMAN, M. (2010): ‘Teacher educators: their identities, sub-identities and implications for professional development’, Professional Development in Education, Vol. 36, Nos. 1–2, March–June, 2010, pp. 131–148. SZIVÁK J. (2014): Reflektív elméletek, reflektív gyakorlatok. ELTE Eötvös Kiadó, Budapest.
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