Teacher competence frameworks in Hungary: A case study on the continuum of teacher learning

Abstract

The aim of this article is to examine the development and implementation of teacher competence frameworks in Hungary. Supported by European structural funds, Hungary introduced a teacher competence framework for initial teacher education in 2006 and another for the career promotion and appraisal of teachers in 2013. Employing the process tracing method, the article follows the evolution of teacher competence frameworks over time, based on a document analysis and expert interviews with policy officials and teacher educators. Findings show that the Hungarian teacher competence frameworks evolved as an outcome of a broader Europeanisation process in teacher education, on the one hand, and of internal political priorities, on the other. Strong political commitment was often linked to weak implementation capacities, so that dissatisfaction was created on the side of teachers. Depending on the way local actors use these frameworks, some perceive it as a way of limiting teacher autonomy, whilst others feel it promotes teacher professionalism.

Which ways of evaluation of education for sustainability is acceptable for Hungarian teachers?

“…The samples were divided into two groups by their opinion about internal and external evaluation methods. This result is specially important taking into account the fact that, since 2013, a competence-based evaluation qualification system of teachers has been operating in Hungary, which is a basis for teacher's career promotion having a significant effect on teachers' salaries too (Symeonidis, 2019). The 9 professional teacher competencies 3 are assessed by the curriculum supervisors on the basis of 66 indicators, including classroom observation as well, but based mainly on the teacher's portfolio of her/his own documents and teaching reflections.…”

Development of the Religious Character of the Nation through Learning Religious Songs: Teachers’ Perception and Challenges

“…Some of the challenges faced by elementary school teachers in developing characters through songs could be seen from three aspects: teacher competence, carrying capacity, and student conditions. Those challenges are illustrated in the following figure: Teacher competence is fundamental as it affects students' motivation to achieve learning goals (Ghozali, 2020;Symeonidis, 2019;Werdayanti, 2008). In the teacher's perception, the challenge for elementary school teachers in teaching songs was musical competence, which was an insight into chords, rhythms, tones, and vocal techniques.…”

Initial Teacher Education in Hungary: Issues, Policies, Practices

“…The learning outcome -based approach in educational planning started to gain signifi cance in general around the turn of the century, and Hungarian ITE joined this mainstream trend by defi ning competences for teacher education within the framework of the Qualifi cation Requirements of Teachers in 1997 (Symeonidis, 2019). In view of the approach, the year 2013, when HEIs providing ITE were expected to develop new training programmes, was a major turning point; a line of documents were developed to support the implementation of learning outcome -based approach relying on the European Qualifi cation Framework (European Commission, 2009): the National Qualifi cation Framework and the Document of Territorial Qualifi cation Characteristics differentiate knowledge, skills, attitude, and autonomy and responsibility, while the Training and Outcome Requirements (8/2013 Decree, 2013) for ITE indicate knowledge, skills and attitude as the main competence elements, and autonomy and responsibility have become a new competence fi eld (Pesti et al, 2017).…”

“…There is a general trend either to consider competence frameworks as a policy tool, a top -bottom approach to assess teachers in a pragmatic manner or to take advantage of them as means for improvement, guidance in the professional development of teachers (Symeonidis, 2019). Although the competence framework used in teacher education is undoubtedly thoroughly detailed (there are 8 competence fi elds, each broken into knowledge, skills and attitude components containing more than 120 learning outcomes (Pesti et al, 2017)), it can be a powerful tool to track and refl ect on student teachers progression throughout their teacher education.…”