A Hungarian Preschool for the Children, Teachers, and Families

Szilágyi, Janka; Szécsi, Tünde

doi:10.1080/00094056.2005.10521303

Cited by 4 publications

(3 citation statements)

References 3 publications

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“…Then, for five weeks the TCs received several tasks to complete with the purpose of preparation for the study abroad. For instance, TCs read articles about a Hungarian preschool (Szilagyi & Szecsi, 2005) and reflected on questions such as, "Compare and contrast this preschool with preschools in the USA." With these weekly tasks, they had an opportunity to gain insights into Hungarian early childhood teacher preparation, teaching English as a foreign language and ECE programs, e.g.…”

Section: Data Collection and Analysismentioning

confidence: 99%

The Impact of Short Term Study Abroad: Early Childhood Teacher Candidates’ Self-reflection on Transformation

Szécsi¹,

Sherman²,

Iliopoulos³

et al. 2016

Képzés és gyakorlat

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The impact of short term study abroad: Early childhood teacher candidates' self-reflection on transformation In this study, three teacher candidates (TCs) in the United States examined their own experiences in a short term study abroad focused on early childhood education (ECE) in Hungary. Using the approach of autoethnography, they documented and analyzed their experiences about the two and a half week visit to uncover the process of transformation. The results of the data spiral analysis (Creswell, 2003) indicated specific themes of disruptive experiences and cognitive dissonance about culture, language and early childhood education. In addition, further analysis found themes related to reflection and to planned actions as a result of the transformative study abroad experience. The findings indicated that the study abroad program allowed the TCs to develop new knowledge and dispositions related to culture, language and ECE that have the potential to create long-term, deep changes in their thinking and actions.

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Section: Data Collection and Analysismentioning

confidence: 99%

The Impact of Short Term Study Abroad: Early Childhood Teacher Candidates’ Self-reflection on Transformation

Szécsi¹,

Sherman²,

Iliopoulos³

et al. 2016

Képzés és gyakorlat

View full text Add to dashboard Cite

show abstract

“…When all stakeholders are working together it definitely helps to balance the objectives and increase understanding which in turn supports the endurance of changes (Szilagyi & Szesci, 2005;Smith, 2006). To make change last over time requires that reforms not be linked to one person.…”

Section: The Characteristics Of Sustainable Changesmentioning

confidence: 99%

“…The non-formal educational sector (e.g., nature centers, nongovernmental organizations) and the informal educational sector (e.g., local television, newspaper, and radio) of the educational community have to work cooperatively with the formal educational sector for the education of people. The influence of all sectors that are combined in implementing ESD creates a far larger effect that would be the sum of the influences these sectors could have working separately ñ a phenomenon of synergy occurs (Hudson, 2005;Szilagyi & Szesci, 2005).…”

Section: Diversitymentioning

confidence: 99%

Characteristics of Sustainable Changes for Schools

Lukk

Veisson

Ots

2008

Journal of Teacher Education for Sustainability

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Characteristics of Sustainable Changes for SchoolsThe article discusses some aspects of the concept of sustainable development and its educational manifestation - education for sustainable development. The concept of education for sustainable development is broadly accepted, but less attention has been paid to the extent to which innovations or changes are sustained over time, what characteristics or factors support their sustainability. The article introduces a model of six characteristics of sustainable changes in schools and changes concerning sustainable development in Estonian schools have been analyzed using qualitative research methods. The model consists of the following characteristics: depth, endurance, justice, diversity, conservation, and capital. According to the model, the positive changes in Estonian schools have been about the national curriculum, internal evaluation system as the basis for autonomy and self-management. The areas requiring greater change are justice or interdependence, diversity - respect for other people and the connections between formal and non-formal education as well as between schools and teacher training institutions.

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Parent-practitioner partnerships in early childhood provision in England, Hungary and Kazakhstan: similarities and differences in discourses

Murray

Teszenyi

Varga

et al. 2018

Early Child Development and Care

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Whilst international policymakers have reached consensus on the importance of investing in early childhood development and increasingly monitor that investment using standardized measurement, the nature and rationale of early childhood education and care (ECEC) provision remain diverse. In the context of that disparity, this article explores an aspect of ECEC provision that is commonly recognised for its potential to enhance young children's development and learning, yet for which characteristics remain variable: partnerships between ECEC practitioners and parents. The article reports and discusses results from a cross-cultural narrative study that investigated the nature of such partnerships in three different countries: England, Hungary and Kazakhstan. During focus group interviews, ECEC academics (n=16) discussed five themes that emerged from literature reviews. Findings indicate more differences than similarities between the countries' narratives concerning ECEC parent-practitioner partnerships, suggesting such partnerships may be an aspect of ECEC provision for which a homogeneous approach and quality measure across countries are not feasible.

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A Hungarian Preschool for the Children, Teachers, and Families

Cited by 4 publications

References 3 publications

The Impact of Short Term Study Abroad: Early Childhood Teacher Candidates’ Self-reflection on Transformation

The Impact of Short Term Study Abroad: Early Childhood Teacher Candidates’ Self-reflection on Transformation

Characteristics of Sustainable Changes for Schools

Parent-practitioner partnerships in early childhood provision in England, Hungary and Kazakhstan: similarities and differences in discourses

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