INCA Education around the world
Hungary : Initial Teacher Training
7.1.1 Control
7.1.2 Types of training courses and institutions
7.1.2.1 Admissions
7.1.3 Trainers
7.1.4 Curriculum for initial teacher training
7.1.5 Qualifications and standards
7.1.5.1 Qualifications and entitlement to teach
7.1.5.2 Probationary periods
7.1.6 Post-qualification induction periods
Please note that the initial teacher training sections of the website were originally funded by the Training and Development Agency for Schools (TDA). They have not been updated since March 2009 and the information provided in them may have been superseded.
7.1 First phase, pre-compulsory education, ages 3-6, [see 3.2.1]
7.1.1 Control and regulation
In the late 1990s the higher education institutions were merged in Hungary, which affected teacher training. The structure and content of courses was unified and regulated by a government degree. There are separate decrees regulating the requirements of teachers' professional training according to programme type (liberal arts, science, fine arts, physical education), the training requirements of vocational subject teachers (agriculture, health, economics and technology) and teachers of children with special needs, as well as primary school teachers and pre-school teachers. The structure of training programmes for vocational subject teachers is mostly based on a consecutive model whilst that of traditional teacher training is the concurrent model. 68
The 1993 Act on Higher Education54 states that the requirements that a student must meet, in order to acquire professional qualification, are regulated by decrees. This applies to each graduate degree and specialised further training programme, including teacher training courses. The decrees are issued by the Government (for graduate degree programmes) and by the Minister of Education (for specialist further training programmes). According to the Act, the curriculum for each degree programme is developed by the institutions involved. 66
Government decrees regarding requirements to achieve a qualification in existing degree programmes exist. The approximately 150 teacher training programmes are, at present, covered by decrees in ten different areas of specialisation:
primary school teacher (tanító) and pre-primary teacher (óvodapedagógus) special needs education teacher (gyógypedagógus) social pedagogue (szociálpedagógus) and teacher qualifications included in majors in: the humanities natural sciences the arts physical culture technical and engineering subjects agriculture; and economy.66
A separate decree addresses the teacher training requirements which are shared by all teacher training programmes. 66
In degree courses for which requirements needed to achieve the qualification have not yet been issued, training continues as it originally did since the founding of the programme. At present, the only degree courses for which a decree has not yet been issued are those for vocational training instructors (szakoktató) degrees and a few teacher training majors which cannot easily be placed in a specific sector of training (e.g. household economics/domestic science and life management), as well as college-level pedagogy and the dormitory governors' (nevelõtanár) degree. 66
The teacher training degree programmes and the respective regulating decrees are distributed among sectors as follows:
- The five degree programmes in the pre-primary teacher (óvodapedagógus) and primary school teacher (tanító) training sector were regulated first by government decree no. 158/1994 (XI.17.) 56. (The number of these programmes will expand according to the number of minority languages taught within the degree programmes for minority pre-primary school teachers (nemzetiségi óvodapedagógus) and minority primary school teachers (nemzetiségi tanító)).
- The degree programme in social pedagogy is dealt with in government decree no. 6/1996 (I.8.). 57
- The requirements needed to achieve qualification in the seven types of college-level degrees and the newly introduced university-level degree course in special needs education pedagogy were determined by government decree no. 168/2000 (IX.29.).58
- The requirements needed to achieve a teaching qualification are regulated by government decree no. 111/1997 (VI.27.). 55 According to this decree, students may only acquire a teaching qualification after completion of training in both the specific subject to be taught and in teacher training studies. The qualification requirements for specific subjects are specified in government decrees.66
In the order of their issue, these are the following:
- Teaching degrees in economics are regulated by government decree no. 4/1996 (I.18.).59
- Teaching degrees in engineering founded on the degree programmes in engineering are regulated by government decree no. 157/1996 (X.22.)60 on "Higher education in technical sciences".
- The 17 types of teacher training majors in the field of natural sciences in public education are regulated by government decree no. 166/1997 (X.3.) 61 on "Higher education in natural sciences".
- Art teacher majors and degrees for teachers of art/drawing and music/singing in public education are regulated by government decree no. 105/1998 (V.23.) 62 on "Higher education in the Arts".
- The training of teachers of agricultural engineering is regulated by government decree no. 146/1998 (IX.9.) 63 on "Higher education in the science of agriculture".
- The 48 types of teacher training majors in the field of the humanities in public education are regulated by government decree no. 129/2001 (VII.13.) 64 on the "Requirements for qualification in higher education in the humanities".
- The six types of degree programmes in physical hygiene, physical education and therapeutic gymnastics are regulated by government decree no. 44/2002 (III.21.) 65 on "Higher education in physical culture". 66
Decision makers and governing bodies
With regard to all general issues of higher education, the Minister of Education makes decisions on the basis of advice from two national-level bodies: the Hungarian Board of Accreditation (Magyar Akkreditációs Bizottság) which serves the purpose of quality assurance, and the Council of Higher Education and Science (Felsõoktatási és Tudományos Tanács) serving as the advisory body of the Minister of Education. In specific issues of higher education policy, the Minister discusses matters with the Conference of Deans or Director Generals respectively, as well as with the National Conference of Student Governments (HÖOK). Degree course requirements for new programmes, as well as petitions by individual institutions to launch new programmes, are submitted to the Hungarian Accreditation Board (Magyar Akkreditációs Bizottság). Another of this body's responsibilities is the quality control of institutions, which takes place once every eight years.66
No separate body exists which is authorised to make decisions, provide opinions or proposals with respect to teacher training. Professional bodies dealing with the general issues of teacher training include the following:
- the Teacher Training Subcommittee (Pedagógusképzési Albizottság);
- the Association of Primary School and Pre-primary Teacher Trainers (Tanító- és Óvóképzõk Egyesülete); and
- the Association of School Teacher Trainers (Tanárképzõk Szövetsége). 66
All three bodies were established in the past decade, although the body of primary school teacher trainers was founded almost a century ago and has been revived after forced inactivity under the socialist regime. These professional organisations may, however, only influence decision-makers and training institutions by submitting recommendations. 66
In addition, there are professional forums for the heads of colleges among the institutions pursuing teacher training. These include the Forum of the Executive Directors of School Teacher Training Colleges (Tanárképzõ Fõiskolák Fõigazgatói Kollégiuma) and of Pre-school and Primary School Teacher Training Colleges (Óvó- és Tanítóképzõ Fõiskolák Kollégiuma); the latter also houses a Committee for Curriculum Development. 66
The Ministry of Education (Oktatási Minisztérium) has no independent organisational unit for the control of teacher training, nor is there a national-level institution for research and development in this field. 66
The number of teacher training places in Hungary is limited at central level (for state-financed places) and institutional level (depending on enrolment capacity).67
7.1.2 Types of training courses and institutions
Different teacher training qualifications are obtained for each of the following levels:
- pre-primary teachers (óvodapedagógus)
- primary school teachers (tanító)
- lower secondary teachers (tanár) and upper secondary school teachers (középiskolai tanár)
- special education teachers (gyógypedagógus) and trainers. 66
There is no higher education institution which provides all branches of teacher training. Until the entry into force of the integration of institutions in 2000, colleges were named according to their main specialism as pre-primary teacher (óvodapedagógus) training, primary school teacher (tanító) training or school teacher (tanár) training colleges. Universities, on the other hand, have always pursued teacher training alongside their other activities. At present, there are only a few higher education institutions with names containing reference to a teacher training specialism. Nevertheless, the majority of the presently state-financed institutions (27 out of 30) and half of the total number of institutions (33 out of 65 institutions) are pursuing teacher training as their key specialism, or it is in the framework of one of their pedagogical degree programmes. These take the form of faculties of pedagogy, secondary school teacher training (tanárképzõ) faculties, primary school teacher training (tanítóképzõ) faculties, or independent colleges which also offer training in other subjects. 66
In the field of pre-primary teacher (óvodapedagógus) training, the three former higher education institutions of pre-primary teacher training were transformed in 1990 into independent pre-primary teacher training colleges. Apart from these, pre-primary teachers (óvodapedagógus) are also trained at half (seven out of 14) of the primary school teacher training colleges. Some institutions also provide training for ethnic minority pre-primary teachers (nemzetiségi tanító) and social pedagogues (szociálpedagógus). 66
To become a pre-school teacher it is necessary to gain a college degree in pre-primary teaching. 66
Degree courses in the training of pre-school and primary school teachers
The training of pre-primary teachers (óvodapedagógus) takes place through degree programmes for pre-primary teachers, for ethnic minority pre-primary teachers and for primary school teachers (tanító), in the following degree programmes:
- primary school teacher (tanító)
- ethnic minority primary school teacher (nemzetiségi tanító) (at present: Romanian, Croatian, German, Slovakian and Serbian)
- conductive primary school teacher (konduktor tanító). 66
In some institutions, primary school and pre-school teaching degree programmes may be combined as paired majors either with each other or with a degree programme in social pedagogy (szociálpedagógus) in denominational institutions. 66
7.1.2.1 Admissions
The admissions requirements for courses of teacher training do not differ from other degree programmes in higher education. Individual institutions set their own admissions requirements within the boundaries of the government decree concerning the procedures for admission. However, institutions are required to publish their admissions requirements and the proposed number of students to be admitted. In addition, in cases where completion of an entrance examination is required, they are required to publish the dates for such examinations (broken down by degree programme and by institution), as well as to declare whether they will accept entrance examinations taken at similar institutions. This information is published annually by the Ministry of Education (Oktatási Minisztérium) in the Admission Guide to Higher Education. 66
Prior to the entrance examinations, several institutions offering training for pre-primary teachers (óvodapedagógus), primary school teachers (tanító) and special education teachers (gyógypedagógus), as well as all institutions offering training for school teachers (tanár), require skills or aptitude testing, failure in which generally precludes admission. 66
Entrance examinations
Results of entrance examinations are expressed in scores on a scale of 120. Individual institutions determine their admission threshold scores in collaboration with the Ministry of Education and the National Bureau of Admissions (Országos Felvételi Iroda) after the completion of the entrance examinations. These are based on their target numbers for admission in each degree programme and place of training (and also classified according to sections and the form of financing by the state or by the student). Students who score below the threshold at the institution of their first choice are referred to their second choice institution. Students scoring lower than the threshold at the institution s/he gave least priority have their applications rejected. (Students in educational degree courses generally specify university level non-teaching subjects as their first priority, then university level teacher training programmes, followed by popular non-teaching college degree programmes. They tend only to choose college level teacher training programmes as a last resort. 66
7.1.3 Trainers
Teaching practice
During initial teacher training, part of school teaching practice for trainees takes place in "practice schools" (gyakorloiskola) maintained by the teacher training institution, under the professional guidance of a supervising school teacher (vezetõtanár). This includes classroom observation and analysis by groups of students as well as individual teaching sessions. Further teaching practice takes place in the form of individual teaching practice at an external school under the guidance of an assigned supervisor (vezetõtanár). Diplomas may only be acquired after the completion of formal training/study and all periods of teaching practice. This culminates in a 'demonstrational teaching session' (zárótanítás) by the trainee, which is assessed by the supervisor (vezetõtanár) and a college or university instructor. 66
The practice schools (gyakorloiskola) affiliated to teacher training institutions are real schools in the sense that they carry out actual public educational activity. The operation of a network of such practice institutions is a Hungarian tradition that has proven its worth over centuries and which the Ministry of Education intends to continue. 66
7.1.4 Curriculum for initial teacher training
The decrees issued regarding teacher training qualifications requirements include:
- the name of the degree programme;
- the purpose and duration of training;
- the level of the degree to be issued;
- the professional qualification that may be indicated in the diploma;
- the principal areas of study during training;
- the proportions of theoretical and practical training; and
- the main requirements of testing and assessment (which, since 2002, can be expressed in terms of credits). 66
Within this given framework, individual institutions determine the actual form of training and their specific requirements regarding content and methodology in each subject. Institutions are entitled to attest any further specialisation within a degree programme by attaching a separate certificate as an appendix to the diploma. 66
Training can take the form of full-time or part-time study, and via evening classes or correspondence, or distance learning. Institutions can also offer degree programmes for second diplomas in graduate training (formerly only in the form of part-time courses, but now also as parallel training to the full-time options). First graduate training includes supplementary training (kiegészítõ képzés) to upgrade a college degree (BA) to a university degree (MA) in the same subject, as well as obtaining the teacher qualification option after the completion of a non-teaching degree programme. The collective term for these is supplementary training (kiegészítõ képzés), the funding for which may be provided by the state only if it is run as a full-time programme. 66
In teacher training programmes, the qualification requirements for any given degree programme are determined by the qualification requirements issued for the sector applicable to the field of study, and the 'Decree on the Requirements of Teacher Qualifications'(55). According to this government decree, all teaching degree programmes must include a minimum of 600 lessons on pedagogy/psychology. 66
The Decree also stipulates a minimum training time of six semesters in simultaneous training, and four semesters in supplementary training (kiegészítõ képzés). These teacher qualification requirements may be divided into three major units of study:
- General theoretical and practical training in psychology and pedagogy (e.g. personality and skill development).
- Theoretical and practical training in subject matter methodology.
- School-based teaching practice (practicum). When acquiring a second teaching degree, only the requirements of the subject matter methodology module need to be met, along with school-based teaching practice in the specific subject of study. 66
Teaching practice
The specific methods and actual forms of practical training are determined by the individual curricula of institutions, within the framework of the centrally determined qualification requirements. Along with theoretical knowledge, subject matter methodology and school teaching practice is prescribed for all pedagogical degree programmes. The proportions and credit values of these components are determined by the qualification requirements for the degree programme in question. 66
Some practical training takes place in practice schools (gyakorloiskola) maintained by the training institution, under the professional guidance of a supervising school teacher (vezetõtanár). Training includes classroom observation and analysis by groups of students as well as individual teaching sessions. Other teaching practice takes place in the form of individual teaching practice at an external school under the guidance of an assigned supervisor (vezetõtanár). Diplomas are only acquired on completion of formal, academic teacher training and teaching practice. This culminates in a 'demonstrational teaching session' (zárótanítás) by the trainee which is assessed by the supervisor (vezetõtanár) and a college or university teacher. In addition, a closing activity session is held with the children. 66
Practice schools (gyakorloiskola) affiliated to teacher training institutions are real schools in the sense that they pursue actual public educational activity. The operation of a network of such practice institutions is a Hungarian tradition that has proven its worth over centuries and which, consequently, the Department of Education intends to continue. 66
As mentioned above, individual teaching practice phase takes place outside practice schools (gyakorloiskola) and comprises at least one month of uninterrupted participation in the work of a school, under the direction of a supervising teacher. This phase can take place at any external school or other educational institution (e.g. boarding school, children's home, day-care centre, summer camp) that enters into a contractual relationship with the training institution to receive its students. The supervising teachers (vezetõtanár) in these external schools generally receive a bonus payment on the basis of the contract with the training institution. Alternatively they sign an additional contract with the school they work for, the terms of which can mean either that they have to teach fewer classes or that they receive other, additional benefits. Training institutions provide the budget for practical training costs pertaining to institutions of public education. When an institution maintains a practice school (gyakorloiskola), it has the authority to use the public education budget for the purposes of practical training. 66
The various models of training aim to pair degree programmes. For example:
- simultaneous training in degree programmes for pre-school (óvodapedagógus) and primary school teachers (tanító);
- the pairing of school teacher (tanár) degree programmes with a programme in social pedagogy (szociálpedagógus);
- the pairing of social pedagogy with cultural management;
- the combination of a primary school teacher (tanító) degree programme with one or another degree course in special education pedagogy (gyógypedagógus); or
- linking training as a primary school teacher (tanító) to a school teacher (tanár) training programme in the same field of specialisation. 66
7.1.5 Qualifications and standards
7.1.5.1 Qualifications and entitlement
The awarding of diplomas is regulated by both the Act on Higher Education(54) and the qualifications requirements for each individual course. A final oral examination in front of an examination board of at least three members is also a prerequisite. The completion of the curricular requirements of the institution, and the submission and defence of a thesis paper, are the conditions for entering the final examination. This examination may include a practical part. The method used for evaluating the results is determined by the qualification requirements. Diplomas are official documents, authenticated by the signature of the chairperson of the examination board and by the head of the institution. 66
Once qualified, pre-primary teachers are able to educate children between the ages of 3 and 7. 66
Employment opportunities
Higher education institutions are not obliged to help graduates find employment. In some institutions, student advisory networks or similar inform students of employment opportunities and assist graduates in finding jobs, on a voluntary basis. 66
The use of practice schools (gyakorloiskola), maintained by teacher training institutions, and the organisation of the one-month external teaching practice sessions contribute to strengthening relations between teacher trainees, training institutions and public education institutions. This may consequently assist students, in some cases, in actually finding jobs. In-service teacher training programmes organised at teacher training institutions also reinforce relations with the world of employment. 66
7.1.5.2 Probationary periods
See 7.1.6.
7.1.6 Post-qualification induction periods
There has recently been increasing interest in introducing an induction phase to facilitate the transition to the teaching profession. In 2001, educational policymakers unveiled a 'Teachers' career model', which outlined the induction of beginning teachers to be conducted by so-called 'mentor teachers' in educational institutions. The status of mentor teacher was intended to raise the prestige of existing teachers. This 'Teachers' career model' was, however, removed from the agenda by the new Government, elected in 2003. 68
