22 SES 12 E, The Role of Churches in Higher Education in four Central and Eastern European Countries
After the communists came to the power (1948) nearly all the schools were nationalized, religious associations and civil movements were eliminated from the public life, and also theological faculties and church-run universities were isolated within the public HE system. In Hungary only ten denominational secondary schools and theological colleges were allowed to exist under the strict limits (Pusztai 2006). After the political transformation, one of the most important challenges of restructuring the educational system was, how to ensure pluralism in education, after the end of domination of the totalitarian ideology. During the past two and half decades, the number of church-run schools increased, a continued demand was shown for such institutions (Pusztai 2006). Today one tenth of primary school students and one fifth of secondary school students attend church-run schools. Our former research findings show that an important resource of church-run schools is a cooperating teaching faculty and teachers, who are trustworthy, available also after their teaching hours (Pusztai 2008, Bacskai 2009). Parents who choose these schools for their children expect an expanded role of the teachers (Pusztai 2013). Our qualitative studies showed that the school maintainers in the church-run schools have higher expectations regarding teachers (Morvai 2014). It raised the question whether the teacher education is able to prepare future teachers for the special expanded role-system. Hungary has two paths in teacher education: teachers for ISCED 0-1 levels are trained at colleges, while teachers of secondary schools are trained separately mainly at universities, and not only public but also church-run institutions are involved in TE. In our presentation we examine, whether the professional socialisation is different from each other in church-run or public HE. Two databases were used in our analysis: the Training Demands of In-Service Teachers (2014, N=500) and the Teacher Education Panel Study (2014, N=2000).
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