Pedagógusképzés 2010. 1.szám by Folyóirat Pedagógusképzés

PEDAGÓGUSKÉPZÉS

PEDAGÓGUSKÉPZŐK ÉS -TOVÁBBKÉPZŐK FOLYÓIRATA

2010 1.szám

TARTALOM TANULMÁNYOK • Bevezetés: Tanárok Európában és hazánkban • Szegedi Eszter: Egész életen át tartó tanulás, szakmai fejlődés a tanári pályán. A Tempus Közalapítvány közreműködése az európai gondolatok terjesztésében • Falus Iván: A pedagógusképzés korszerűsítése – európai tendenciák • Stéger Csilla: A pályakezdő tanárok bevezető támogatási rendszerével kapcsolatos uniós törekvésekről ESZMECSERE • Bevezető az Eszmecsere rovathoz • Hatvani László: A hazai tanárképzés: diagnózis és javaslatok • Csermely Péter: A tanárképzés megújítása, mint a magyar oktatás megújításának kulcseleme • Patkós András: Az együttműködés hiánya: a hazai természettudományi tanárképzés csődje • Hunyady György: Kurta hívószavak egy átmeneti helyzetben: a csőd, a minőség, a szak és az ár • Gáspár Mihály: Javaslatok a tanárképzés ál- és valós problémák halójából való kiszabadításához • Chrappán Magdolna: Tudóstanárok a közoktatásban • Buda András: Szaktudomány kontra pedagógia • Katona András: Tanárképzésünk reformjáról négy év után, és benne újra a szakmódszertanokról, szakdidaktikáról • Trencsényi László: Az én Bologna-vízióm • Petneki Katalin: Hozzászólás a TKSZ 2010. ápr. 23-i rendezvényén • Csernus Sándor – Forgács Tamás: Új típusú egységes tanárképzés vagy a bolognai tanári mesterképzés korrekciós modellje? Hogyan tovább a tanárképzésben? Helyzetelemzési kísérlet és megvalósítási javaslatok. • Az ELTE Pedagógiai és Pszichológiai Kar Neveléstudományi Intézetének állásfoglalása a tanárképzés néhány kritikus – és kritika alá vett – kérdéséről • Reflexiók az MTA Oktatási Munkacsoportja által készített „Helyzetfelmérés és javaslatok a tanárképzésről és a tanárok helyzetéről” című anyag és az MRK PB 2010. május 26-ai plenáris ülésén elhangzottak alapján MŰHELY • M. Nádasi Mária: Innovációk a tanárképzésben - alulnézetből • Radnóti Katalin: A természettudományi nevelés problémái, a tanárképzés válsága KÜLFÖLD • Óhidy Andrea: A Bologna-reform és a németországi pedagógusképzés SZEMLE • Torgyik Judit: A fényképezés kutatásmódszertani felhasználásának lehetőségei a pedagógiában • Tugyi Katalin: Oktatás-Informatika

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FALUS

A 3('$*Ï*86.e3=e6«

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CSERNUS - F25*È&6

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rendszerben, ami Q\LOYiQYDOyDQ RNWDWiVV]HUYH]pVL QHKp]VpJHNHW RNR] pV D GLV]FLSOLQiULV WHU OHWHNNHO LV konfliktusokhoz vezethet. $ PiVLN RN D] hogy az RV]WDWODQ WDQiUNpS]pV HOOHQ]ĘL N|] O VRNDQ PHJNpUGĘMHOH]LN V]HUHQFVpV GRORJ-e az, hogy a WDQiU V]DNRV KDOOJDWyQDN PiU 18 pYHV NRUiEEDQ PHJ NHOO KR]QLD D]W D] HJ]LV]WHQFLiOLV G|QWpVW KRJ\ Ę NpVĘEE WDQiU DNDU OHQQL V KD tJ\ G|QW DNNRU NpVĘEE PiU FVDN LJHn NRPRO\ SiO\DNRUUHNFLyYDO OHV] NpSHV PiV V]DNPiN IHOp YiOWDQL 7HNLQWV QN HO PRVW DWWyO KRJ\ mennyire MRJRV H] D IHOYHWpV KLV]HQ HJ\ orvos vagy HJ\ MRJiV] LV pYHVHQ KR]]D PHJ H]W D SiO\DYiODV]WiVL G|QWpVW V KD KDUPDGpYHVHQ M|Q Ui KRJ\ Ę EL]RQ\ ~MViJtUy YDJ\ V]tQpV] V]HUHWQH OHQQL DNNRU pSSRO\DQ komoly NRUUHNFLyUD NpQ\V]HU O PLQW HJ\ ÄSiO\DWpYHV]WHWW´ WDQiU 3UyEiOMXQN YLV]RQW D OHKHWVpJHV NpS]pVL V]HUNH]HWWHO HOpEH menni HQQHN D SUREOpPiQDN (] D NpW IHQWHEE HPOtWHWW WpQ\H]Ę D]W D praktikus megoldiVW NtYiQQi PHJ KRJ\ az osztatlan WDQiUNpS]pV QDJ\MiEyO D PDL NpS]pVHLQNUH pS OM|Q D]RNEyO WiSOiONR]]RQ GH PiV EHOVĘ DUiQ\RNNDO pV NUHGLWV]iPRNNDO 6ĘW D]W VHP WDUWMXN NL]iUWQDN KRJ\ D szakmai szempontok ILJ\HOHPEH YpWHOpYHO DNiU ~M NXU]XVRN LV NHU OMenek a rendszerbe. $ PHJROGiV HJ\LN OHKHWVpJHV ~WMD WHKiW D] OHKHWQH KD D MHOHQOHJL NpS]pVW ~J\ PyGRVtWDQiQN KRJ\ D] ~M RV]WDWODQ WDQiUNpS]pVUH MHOHQWNH]ĘN GLV]FLSOLQiULV WHU OHWHQ QDJ\UpV]W a mai BA-UHQGV]HU yUiLW OiWRJDWQiN GH QHP ± 50 szakmai krHGLW DUiQ\EDQ KDQHP D] HOVĘ KiURP pYEHQ SO NUHGLWHW WHOMHVtWHQpQHN D PD ÄIĘV]DN´-QDN WHNLQWKHWĘ NpS]pV N|Q V D] KHO\HWW -DW D PiVLNRQ ËJ\ PiU sokkal NLHJ\HQV~O\R]RWWDEE OHQQH D V]DNPDL WXGiVXN szerkezete. Emellett a 10 SHGDJyJLDL-SV]LFKROyJLDL NUHGLWHW N|WHOH]ĘHQ HOĘUH NHOOHQH KR]QL D] HOVĘ WDQpYUH V]HPHV]WHU (QQHN D] OHKHWQH D] pUWHOPH KRJ\ D IHQWHEE HPOtWHWW SiO\DYiODV]WiVL EL]RQ\WDODQViJRW ROGDQi $NLN H]HNQHN D] yUiNQDN D Q\RPiQ XJ\DQLV ~J\ pUH]QpN PpJVHP DNDUQDN WDQiURN OHQQL tJ\ PpJ PLQGHQ WRYiEEL QpON O YLVV]D WXGQiQDN V]iOOQL D E|OFVpV], ill. WHUPpV]HWWXGRPiQ\RV Ä%$-YRQDWUD´ V D WRYiEELDNEDQ ± 50 ± 10 NUHGLWDUiQQ\DO D]D] D PD PHJV]RNRWW PyGRQ IRO\WDWKDWQiN WDQXOPiQ\DLNDW $ mai rendszer WHKiW LWW DQQ\LEDQ PyGRVXOQD FVXSiQ, hogy a WDQiU V]DNRVRN a QRUPiO %$szakok 120 NUHGLWMpEĘO -cal kevesebbet YpJH]QpQHN HO XJ\DQDNNRU D PiVLN szakjukon a mai 50 kredit PHOOp D V]DN NUHGLWHV YiOWR]DWiEyO ± LUiQ\tWRWW PyGRQ HOĘUH PHJKDWiUR]YD PHO\ WiUJ\DNUyO YDQ V]y ± WRYiEEL NUHGLWHW eSS H] WHQQp OHKHWĘYp D] HVHWOHJHV NpVĘEEL SiO\DNRUUHNFLyW KLV]HQ KD LGĘEHQ M|Q Ui D KDOOJDWy KRJ\ QHP WDQiU DNDU OHQQL DNNRU D ÄIĘV]DN´ NUHGLWMH PHOOp PHJV]HU]L D PDUDGpN -at D PHOOpNV]DNRQ SHGLJ HOHJHQGĘ QHNL D] NUHGLW Az RV]WDWODQ WDQiUNpS]pV azonban ± pUWHOHPV]HUĦHQ ± nem szakadna meg a 6. IpOpY XWiQ KDQHP HJ\HQHV YRQDO~DQ IRO\WDWyGQD WRYiEE $ WRYiEELDNEDQ ± szakmai PpUOHJHOpV DODSMiQ ± IHOWHKHWĘHQ D PDL WDQiUL 0$-V]DNRN NUHGLWHV EORNNMiQDN WDQWiUJ\DLW YROQD pUGHPHV WDQXOQLXN KLV]HQ H]HN W|EEQ\LUH RO\DQ LVPHUHWHNHW tartalmaznak, amelyek D] LVNRODL RNWDWiV V]HPSRQWMiEyO UHOHYiQVDN

ESZMECSERE

Ebben az esetben ± QDJ\MiEyO PHJWDUWYD D PDL IpOpYHV V]HUNH]HWHW de azt GLSORPDNLDGiVVDO pV ~M IHOYpWHOLYHO PHJ QHP ERQWYD ± D N|YHWNH]Ę VWUXNW~UD DODNXOKDWQD NL D] iOWDOXQN MDYDVROW Ä~M WtSXV~´ RV]WDWODQ WDQiUNpS]pV V]iPiUD

1. WiEOi]DW /HKHWVpJHV VWUXNW~UD

1- IpOpY 7- IpOpY gVV]HVHQ

1. szak

2. szak

90 kredit 30 kredit 120 k redit

80 kredit 40 kredit 120 k redit

SHGDJyJLDLSV]LFKROyJLDL modul 10 kredit 40 kredit 50 k redit

gVV]HVHQ 180 k redit 120 k redit 300 k redit

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CSERNUS - F25*È&6

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