The profession of the teacher is not a lone one but it’s based on common professional relationships. Nowadays this profession became a more complex activity and filled with the strains of daily challenge and continual conformity.  As this profession demands high requirements in praxis, these questions became important: whom to choose to be a teacher, what kind of techniques and methods could renew and develop their skills, how teachers could handle mixed and complex student population etc.  There  is much comparative research about teachers’ professional development (TALIS,2009) and teachers’ intercultural views, which mention that the Teacher Training students from Hungary have negative attitudes towards diversity cultures and they have few experiences in a multicultural environment, so they are far away from the praxis of multicultural pedagogy. (Maldonado et al.,2010; Matztegui,2012) But before these examinations there were some publications in the topic of culture-society-education, as „hidden curriculum” (Snyder,1970), action research and professional thinking ( Dewey,1913; Schön,1982; Zeichner- Noffke,2010) multicultural pedagogy (Banks, 1993; Gorsky, 1999) and cultural relevant pedagogy (Gonzalez- Moll-Amanti,2005)

In the last decades, the European Union memberstates experiences the hard demographic and ethnic change. Since Hungary joint to EU, it struggles hardly to solve the problems among immigrants, refuggees, small ethnic groups and Hungarians in the country. After the 2015 migrant crisis it became the key question and immediate solution project in the EU. Nowadays the anti-regime demonstrations and radical political party programs revived and xenophobia violent assimilation projects and harsh slogans became keywords in the media. Altough immigration rates are less than in any other western European country, still the migrants and their children became a “problem” and this appeared in education. In spite of the fact that nationalities living in Hungary have stable educational institution, Hungarian teachers are not ready to accept new arriving migrants. From the perspective of the migrant Hungary is only just a transit-country, but Hungarian teachers should be “cultural mediators” in the rapidly changing classes.Teachers’ professional development became more and more important in Hungary due to introducing teacher life career model and portfolio (This model implemented by the government and connected with wage-system. That’s why it doesn’t help motivating PD) But real pedagogical communities and professional forums are rarely formed spontaneously, despite the fact that there would be demand for it and through cooperative training and community they have spectacular success in the school.

On the other hand the foreign, in majority voluntary schools are unknown and strange for the Hungarian teachers, but it could be a valuable professional development opportunity, when the common cooperative projects and professional dialogues are started.As the previously mentioned phenomena give us a broad frame, thus I chose comparative view research, in which first there will be an exploration/discovering, then the research’s results establish common professional forum for them.
The earlier teacher personality or view examination researched mostly student teachers and beginner teachers’ mentality or teachers in praxis in Budapest (capital city). That’s why two schools from the countryside and five foreign (Korean, Japanese, Chinese-Hungarian, American and Finnish) schools are selected by some common research point.
The aim of this current research is the empirical comparative study of how teachers view their own pedagogical actions, their profession and multicultural education. The research is based on these main questions:
1. What kind of characteristic features of teachers’ mentality appear in these schools?
2. Could we find any universal element in the area of professional development?
3. What are the differences and similarities between the views of Hungarian and foreign teachers regarding their pedagogical activities and professional identity?
4. What are the differences and similarities between the views of Hungarian and foreign teachers regarding multicultural pedagogy?

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