10 SES 08 D, Partnership-Based Mentoring and Minority Teacher-training
In our analysis, we follow the lines of research, the results of which prove that the teacher has a measurable effect on students' school careers and it is especcially true in more challenging school contexts (Bacskai, 2013, Sági et al., 2012). The students belonging to minority communities regarding special education are considered disadvantaged, and teachers have even a more significant role in this sense. Previous research has clearly demonstrated that minority communities have to cope with several difficulties and as a result, the attractiveness of local professions embedded in the national culture has been shaken (e.g., Takács, 2015).In such a situation it is necessary to examine the features of future minority teachers. Our research aims to examine the mother tongue education of students in Transcarpathian teacher training education. In our research based on students surveys, we try to find out what the future is like concerning the teacher training education of Hungarian students in Transcarpathia. We wanted to know how the students in Hungarian education see the present and future of the minority teacher training, what the vision of present teachers about the future is like, and wheter they would like to work abroad or stay at home and work in Hungarian-language public schools after graduation. We have also examined the following questions: How does the Ukrainian crisis influence Hungarian-language teacher training in Transcarpathia?, Is there any change in student and staff engagement?, How can they cope with the decrease in the number of students?, What are their plans for the future?,Is there a strategy they are working on to increase the number of students? According to our quantitative and qualitative analysis, the selection process of students in teacher training education is significantly influenced by the family background, language medium, and many other local factors.Many students are considering the further education and finding a job abroad owing to financial and economic reasons.
The language of education in minority circumstances appears not only as a professional problem but also as a political, social and symbolic one. This is the situation in the neighbouring countries of Hungary concerning Hungarian minorities. While education in the mother tongue (first language) is among recognised needs on the secondary education level, the same argument is not so obvious on the higher education level. It is still debated whether higher education should be organised in a language other than the state language; is it necessary at all to have universities teaching in national languages or is it enough to have programmes in “the” world language (in English), the is language of instruction is of significance in higher education, and if yes, what is its role; what are the consequences of state language only or minority language only education on professional competencies, identity, language knowledge etc. of the minority academic elite; should other languages be present in university education and if yes, to what extent, in what ways.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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