International Higher Education Teacher Award ^2024/25

Faculty of Pedagogy of the Károli Gáspár University of the Reformed Church has started the complete methodological transformation and development of postgraduate teacher training programmes. It was based on former research programmes, the expectations and needs of the target group and the changing challenges of pedagogical work in the light of digitalization and growing number of students with special needs in public education. The project involved a wide range of pedagogical knowledge from university theoretics to professionals of teaching methods and practice and the national pedagogical service centre of the Reformed Church, the Reformed Pedagogical Institute. The aim of the project is not only to collect the state-of-art pedagogical knowledge and practice but to deliver it for the target group in the appropriate way. For this reason, methodological questions and quality assurance of the education program were also highlighted. Professionals shared good practice in the field of pedagogy, methodology, theory, and practice. Not only because national legal environment and the national Curriculum incorporated EU policies’ main goals UN 2030 Goals (see 4.1 and 6.4), but the fact that teachers of public education face with the growing problem of integration of disadvantaged students of deprived social communities and students with special needs, the content development strongly focused on these questions. To make study time more flexible, the project combines the elements of classroom education, e-learning and distance learning considering the professional content and character of the courses (see 5.1). Making learning way more flexible, digitalization was essential. In this case, digitalization does not mean only using digital platform to deliver course materials but also to a learning-by-practice way of using digital platforms of public education. Courses explain and require the use of these platform, so for the end of their studies, students will have adequate practice and routine to use digital tools in their work. By completing courses, students will have a kind of handbook for good practice and classroom methods. As former postgraduate teacher training programmes were merely classroom contact kind, their quality assurance system was fitted to that teaching practice. For this reason, parallel with program content development, rethinking of quality assurance system is also necessary (see 5.6). Dissemination of the project in ongoing.

Methodology

Faculty of Pedagogy uses its quality assurance procedures to conduct internal surveys and market analyses to identify training development directions. These surveys and analyses have also provided the basis for the blended learning transformation of postgraduate teacher training. During the surveys - we consulted experts from the Reformed Pedagogical Institute, which supports the pedagogical work of Reformed public education institutions at national level, - analysed the feedback from the students of the courses, - analysed the structure and training provision of postgraduate teacher training courses, - collected good practice from Reformed public education institutions, - interviewed to assess employers' views on postgraduate training. These showed that - students of postgraduate teacher training courses combine learning, work and leisure in their lives, and their needs and learning habits differ from one undergraduate to another, - there is a need to develop a flexible education system that combines face-to-face presence with distance learning. It was important to clearly clarify the types of courses that could reflect the expectations. Based on the surveys, interviews, literature and our own training organisation and teacher/trainer practice, we aimed at a combined education system that could preserve the personal and community character of the education, while efficiently use resources on both the lecturer and the student side. In this system, the positive elements of online education are applied without losing the direct student-student and student-lecturer relationship. The blended learning approach combines the online education content with the best features of classroom interaction in a way that personalises learning without alienating the student community and exploits the synergies of peer learning. In our blended learning program, we have identified the following types of training. 1) Contact: classroom education. 2) E-Contact: a lecture with simultaneous student and faculty presence, held in the online space on a digital platform, also known as a "virtual classroom". This method allows lecturers and students to participate in the training from different locations. The topics covered are like those in classroom, if not too complex or controversial. 3) E-learning: a form of training accessible via a computer network, independent of space and time constraints, which organises the learning process by providing efficient, optimal methods of knowledge transfer and learning, integrating the teaching material, and learning resources, tutor-student communication and interactive computer-based teaching software into a single framework, making it accessible to the students. This form of training is supported by tutor assistance. Each subject continues to have its own tutor who, as a tutor, monitors the students' studies throughout the course site, supports the students' effective preparation for the practical exercises and the examinations. Tutoring is organised according to the needs of the students. 4) Blended learning: e-learning elements complemented by classroom education (contact). International and national experience shows that the number of drop-outs is reduced when blended learning is used, and that students' grades also improve. Blended learning has many forms, like: 1. 1/4 1) and 3/4 3); 2. 3/4 1) and 1/4 3); 3. 1/4 1) and 2/4 3) and 1/4 1); 4. 1/4 3) and 3/4 1); 5. 3/4 3) and 1/4 1); 6. 1/4 3) and 2/4 1) and 1/4 3). Based on rotation model, our model applies 1st, 2nd and 3rd methods. The aim of this model is to support students’ learning process by various methods used by the character and content of the subject. For this reason, the training sequence had to predefined. On this basis, the faculty management and the course supervisor have set a timetable and mandatory documentation of training: 1. contact – course description, course information booklet; 2. e-contact: course description, course information booklet, information booklet of digital platformed used in education; 3. blended - course description, course information booklet, students’ learning handbook; 4. e-learning - course description, course information booklet, students’ learning handbook. The Reformed Pedagogical Institute, as the pedagogical-professional service provider of the Reformed public education network, was also involved as a professional partner in the development of the training. Their involvement was primarily justified by their considerable experience and systems knowledge in teacher training, including online and blended training. Students can complete their studies by 2 contact and 1 e-contact per semester.

Tools, equipment, technology used

The project team itself is a tool to guarantee sharing good practice, presenting the latest pedagogical, theoretical issues and result, pedagogical methods, and incorporating quality assurance system development. Members of the project team: Dr. Pál Szontagh: associate professor of the Faculty of Pedagogy and the head of Reformed Pedagogical Institute, course supervisor. Expert of public education, former head of elementary school. List of publications: https://m2.mtmt.hu/gui2/?type=authors&mode=browse&sel=10050535 Dr. Ferenc Váradi: associate professor of the Faculty of Pedagogy, Head of Institute of Professional Training and Postgraduate Specialisation Programmes. List of publication: https://m2.mtmt.hu/gui2/?type=authors&mode=browse&sel=10025736 Anikó Bánné Mészáros: expert of Reformed Pedagogical Institute, coordinates measuring and evaluation system of reformed public education institution. Attila Landauer: researcher of the Roma Research Group of the University. List of publication: https://m2.mtmt.hu/gui2/?type=authors&mode=browse&sel=authors10053895 Gabriella Józsa: secondary school teacher and lecturer of the Faculty of Pedagogy. List of publication: https://m2.mtmt.hu/gui2/?type=authors&mode=browse&sel=authors10065348 Ágota Fehér: phycologist, lecturer of the Faculty of Pedagogy, leader of Faculty Talent Program. List of publication: https://m2.mtmt.hu/gui2/?type=authors&mode=browse&sel=authors10035138 Osrolya Pintérné Lázok: head of Nagyharsány Elementary School of Pécs Reformed College, expert of inclusive education (her inclusive education program is used as best practice in reformed public education) Dr. Ágnes Tolnai: associate professor, Vice Dean for Quality Assurance of the Faculty of Pedagogy. Economist, expert of quality assurance. List of publication: https://m2.mtmt.hu/gui2/?type=authors&mode=browse&sel=authors10021904 The wide range of experience of project team based the comprehensive curriculum and methodological development. For e-contact and distance learning courses we use MS Teams software and MS Office apps. Each student has an own profile to use and save course materials and to take part in tutoring system. They also get online access to library tools. Students also get free access to O365. Besides these apps, course materials use the apps applied by teachers of public education. The novelty is not the tools but the way we use it. Our students get to know further application practice of these apps. By reading and learning course materials, students develop not only theoretical and practical but digital skills, too. Tasks to solve to complete a course are based on these newly learnt skills. Exam system focuses not the theoretical knowledge but the practical application of the theories and the adaptability of the students’ pedagogical work. Case studies points out and links institutional practice of pubic education. On the other hand, course materials are comprehensive. For example a course about the pedagogical methods used for disadvantaged students focuses not only methods but the background of being disadvantaged, its cultural, social and economic background as well. So case studies show everyday teaching problem is a complex and comprehensive way.

Outcomes and outputs, main results

The aim of the course materials was not only to provide practical knowledge that can be applied in our students’ everyday work. Our aim is also to provide learning materials and tools of non-classroom education to develop their digital competences and use them in their daily pedagogical work. Therefore, along with academic colleagues, we have also involved other professionals in the development of course materials who can share good practice. In this way, the case study-based learning materials will share good practice, acquire new knowledge elements and provide a basis for professional dialogue. In classroom teaching, we build on the training system with its benefits in group sessions. In e-learning, we use practical examples to illustrate the more difficult, mainly theoretical issues. This gives students a kind of knowledge that can be used immediately in their work and, thanks to the distance learning elements, allows them to manage their study time more flexibly.

Lessons learnt

The number of people enrolled has increased almost tenfold compared to the previous form of classroom-only education. This confirms the need to increase the supply of blended learning in postgraduate training. The target group for postgraduate training makes the training load more predictable and flexible in the workplace. However, classroom teaching techniques are not fully applicable to this form of education, nor to quality assurance system. In both areas, the tools for developing and measuring digital competences needed to be strengthened. During the development of course materials, attention had to be paid to make them immediately usable in the daily work of teachers, in a manual-like way, and to deliver this knowledge in a way that also develops the digital competences as student in the learning process. They will know new teaching methods and tools when they use course materials. These new teaching methods and tools can be applied in their daily pedagogical work.

Adaptability and sustainability of the best practice (for other institutions)

Our aim was to develop a methodology that could be followed in the development of the content and technical development of postgraduate teacher training. The elements of the postgraduate training courses are legally binding for all higher education institutions. They can familiarise themselves with and adapt a methodology that helps them to work independently on the compulsory content and can see what kind of teaching materials are not as effective in classroom education or distance learning. The methodology developed by KRE PK will also help other institutions to further consider and develop quality assurance issues in blended learning. As legal environment is always changing, as new digital tolls and methods emerge, the development of course materials is ongoing task of the project team. For this reason, at the end of all academic year, the project team meets to share the education experience, discuss question and problems and to determine the needs of further course material, technical development. The Quality Assurance Committee of the Faculty of Pedagogy evaluate the results of students’ quality assurance surveys and gets regular feedback for the project team.

Promotion of best practice

National dissemination Project dissemination in Új Pedagógia Szemle online journal: http://upszonline.hu/index.php?article=710708009 International dissemination XIIIth International Academic Conference of Selye János University (Komarno, Slovakia, 08-09 Sept 2021) – conference publication is in the process of being published, therefore the accepted papers together with the confirmation of acceptance can be found on the following page: https://krehu-my.sharepoint.com/:f:/g/personal/tolnai_agnes_kre_hu/En9QodY8Cw5OnGxu2IavTQsBr555WE1kxKNv5cU2U0LpPA?e=QK0Mye

Scope and impact

• Course/department level
• Faculty level
• Institutional level
• Cross-institutional level
• National level

Blended learning programmes are not widespread in institutional or national level in the field of teacher training because of methodological and technical challenges. This project can provide good practice to all content developer and higher education institutions of teacher training programmes. On Faculty and Institutional level encourages colleagues to start a new way of thinking of postgraduate trainings and life long learning programmes. On national level the novelty of course content and the way of incorporating digital skills development in studies, could start a new professional discussion on development of postgraduate teaching methods. It has no serious impact on EU/EHEA/International level, as all levels of teacher training are linked to National Curriculum and its unique national legal environment.

6.1 Digitalization

• Outstanding, innovative, excellent practices of online / blended / hybrid learning
• Digital skills development and assessment both general and profession-related, embedded in course design, in teaching and assessment

Reasoning: All course material focuses on the development of digital skills. Either by use digital platform, task to complete the course, or sample exams. Moreover, various digital platforms are involved in courses and examination like MS Teams, Excel, Word, Forms, Power Point, UniPoll, Redmenta, SmardtBoard apps. Course on digital innovation in public education focuses directly on tools and methods of digital education. Comprehensive learn-by-practice view is one of the main characters of the programme.

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6.2 Internationalization

• Developing students' multicultural awareness

Reasoning: Hungary has 13 nationalities recognised by law. Moreover, there are more and more labour migrants with their families. Mentioned National Curriculum is compulsory for all (nationality and religious too) public schools. For this reason, course Questions of integration and segregation, multicultural education is designated to this topic as directly focuses on multicultural awareness. As teachers faces multiculturalism in their work, the programme shares good practice in that field, too.

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6.3 Inclusion and diversity, universal design

• Innovative teaching methodology for inclusion and meet diverse student needs
• Senzitivizing students to consider special needs when practicing their profession
• Course includes hints on how the services/products of the profession could be universally designed/inclusive

Reasoning: Programme meets UN2030 goals “reduced inequalities” as described in Section 6.4. Course materials introduce innovative methods of integrative schools and share best practice. As students have to show the adaptation of these practices and methods in case studies to complete the course, they have to built them into their pedagogical work. They also have to point out and critically present services provided by their schools for disadvantaged students and students with special needs.

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6.4 Sustainability

• Special courses reflecting to UN 2030 Sustainability goals, Green Deal - mini-courses, microcredentials
• Other:

  As student recommendation letter states, to complete studies, students had to travel 30 times to Nagykőrös from all over the country. Reducing the number of trips has a positive impact on the environment.

Reasoning: “Reduced inequalities” is one of UN 2030 goals. As the part of the curriculum, the following courses focus on inequalities and pedagogical methods to reduce inequalities in school: Romology (Roma students in public education), Questions of integration and segregation, multicultural education, The basics of compensatory and differentiating pedagogy. Sustainability and social responsibility are mandatory part of National Curriculum that postgraduate teacher training must comply with.

3.3 Public contact datas

Name	Email address	Website
Dr. Ágnes Tolnai	tolnai.agnes@kre.hu	https://pk.kre.hu/index.php/oktatas/kepzeseink/pedagogus-szakvizsgak.html