Hasznos linkek

hazai, külföldi és nemzetközi kutatási projektek, műhelyek, weboldalak elérhetőségei

Hazai kutatások, műhelyek

Oktatásfejlesztő és Kutató Intézet 2013-2014-es pedagógus panelkutatása a TÁMOP 3.1.1-11/1–2012-0001 „XXI. századi közoktatás (fejlesztés, koordináció) II. szakasz” kiemelt projekt keretében https://ofi.oh.gov.hu/node/179000

Oktatási Hivatal megbízásából 2013-2015-ben végzett pedagóguskutatás “A pedagógusok és pedagógusjelöltek pályamotivációinak vizsgálata és a pedagóguspálya megítélése az életpályamodell elemeivel összefüggésben” a TÁMOP-3.1.5./12-2012-0001-„Pedagógusképzés támogatása” c. kiemelt projekt keretében

https://viselkedeskutato.hu/index.php?option=com_attachments&task=download&id=53&lang=hu

https://viselkedeskutato.hu/index.php?option=com_attachments&task=download&id=52&lang=hu

ELTE PPK Neveléstudományi Intézet - Innova kutatás (2016-2020)

A Nemzeti Kutatási és Fejlesztési és Innovációs Hivatal által támogatott (OTKA/NKFIH azonosító: 115857), 2016 februárjában indult Innova kutatás célja annak vizsgálata, hogy a központi szintről nem koordinált, mikro-szintű (helyi/intézményi) innovációk hogyan keletkeznek, milyen módon terjednek, és milyen hatást gyakorolnak az oktatási rendszerek makro-szintű (rendszerszintű) változásaira, különös tekintettel a tanulási környezetet érintő innovációkra. https://nevtud.ppk.elte.hu/content/innova-kutatas.t.6078?m=2637

ELTE PPK Neveléstudományi Intézet - ImpAla kutatás (2012-2016)

A kutatás a közoktatási fejlesztési beavatkozások hatásmechanizmusait vizsgáló OTKA kutatás.

http://www.impala.elte.hu/a-kutatas-bemutatasa/

Szegedi Tudományegyetem Juhász Gyula Pedagógusképző Kar által vezetett konzorcium - MENTOR(h)ÁLÓ 2.0 PROGRAM c. kutatás a TÁMOP-4.1.2.B.2-13/1-2013-0008 projekt keretében

http://www.jgypk.hu/mentorhalo/mentorhalo2-0/projektadatok/

Külföldi és nemzetközi kutatások, műhelyek

TALIS - The OECD Teaching and Learning International Survey http://www.oecd.org/education/talis/

The Teaching and Learning International Survey (TALIS) asks teachers and school leaders about working conditions and learning environments at their schools to help countries face diverse challenges.

OECD ITEL Teacher Knowledge Survey http://www.oecd.org/fr/education/educeri/teacher-knowledge-survey-background.htm

The Innovative Teaching for Effective Learning (ITEL) project explores the characteristics of teaching as a knowledge profession in the 21st century, addressing three main policy challenges:

How can we improve pedagogy for more effective learning?
How can we improve teacher learning for more effective teaching?
How can we improve the selection and retention of teachers?

OECD Teacher Professional Learning (TPL) study http://www.oecd.org/education/school-resources-review/TPL-Study-Design-and-Implementation-Plan.pdf

The purpose of the OECD Teachers’ Professional Learning (TPL) study is to develop analyses, foster peer learning and provide policy relevant advice aimed at improving teachers’ professional learning to support high-quality teaching. The study aims to cover the entire cycle of teachers’ professional learning, ranging from initial teacher education and the first years in school to the continuing professional learning they undertake over the entire course of their career.

Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre)

The EPPI-Centre is a specialist centre for: (i) developing methods for systematic reviewing and synthesis of research evidence; and (ii) developing methods for the study of the use research. Systematic reviews undertaken by review groups linked to the EPPI-Centre on teacher education and professional development: https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=274

Learning Policy Institute (LPI)

The Learning Policy Institute conducts and communicates independent, high-quality research to improve education policy and practice. Working with policymakers, researchers, educators, community groups, and others, the Institute seeks to advance evidence-based policies that support empowering and equitable learning for each and every child.

https://learningpolicyinstitute.org/projects-issues

válogatott bibliográfia

Bakkenes, I., Vermunt, J. & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20, 533–548.

Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967.

Czető, K. (2020). Eredményesség és szakmai fejlődés. A tanári eredményesség modelljei és az eredményes szakmai fejlődést és tanulást támogató tanulási helyzetek megközelítései. Neveléstudomány, 2020/1. 83-97.

Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 2, 46–53.

Day, C., & Sachs, J. (2004). International Handbook on the Continuing Professional Development of Teachers. Open University Press.

Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q., Smees, R., & Mujtaba, T. (2006). Variations in Teachers’ Work, Lives and Effectiveness. Dfes Research Report RR743, 1–323. Retrieved from http://eprints.worc.ac.uk/1924/

De Vries, S., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2013). Profiling teachers’ continuing professional development and the relation with their beliefs about learning and teaching. Teaching and Teacher Education, 33, 78–89.

Fraser, C., Kennedy, A., Reid, L., & Mckinney, S. (2007). Teachers’ continuing professional develoment: Contested concepts, understandings and models. Journal of in-service education, 33(2), 153–169.

Geijsel, F. P., Sleegers, P. J. C., Stoel, R. D., & Krüger, M. L. (2009). The effect of teacher psychological, school organizational and leadership factors on teachers’ professional learning in Dutch schools. The Elementary School Journal, 109(4), 406-427. DOI: 10.1086/593940

Hoekstra, A., Korthagen, F., Brekelmans, M., Beijaard, D., & Imants, J. (2009). Experienced teachers’ informal workplace learning and perceptions of workplace conditions. Journal of Workplace Learning, 21(4), 276–298.

Hoekstra, A., Brekelmans, M., Beijaard, D., & Korthagen, F. (2009). Experienced teachers’ informal learning: Learning activities and changes in behavior and cognition. Teaching and Teacher Education, 25(5), 663–673.

Hoekstra, A., Beijaard, D., Brekelmans, M., & Korthagen, F. (2007). Experienced teachers’ informal learning from classroom teaching. Teachers and Teaching: Theory and Practice, 13(2), 189–206.

Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257–272.

Kopp, E. (2020). A pedagógusok folyamatos szakmai fejlődése és tanulása az oktatási rendszer szintjén. Neveléstudomány, 2020/1. 62-82.

Korthagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and Teaching: Theory and Practice, 23(4), 387–405.

Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ Everyday Professional Development Mapping Informal Learning Activities, Antecedents, and Learning Outcomes. Review of Educational Research, 86(4), 1111–1150.

Kwakman, C. H. E. (2003). Factors affecting teachers' participation in professional learning activities. Teaching and Teacher Education, 19(2), 149-170.

Lénárd, S., Kovács, I., Tóth-Pjeczka, K. & Urbán, K. (2020). A pedagógusok folyamatos szakmai fejlődését befolyásoló szervezeti tényezők. Neveléstudomány, 2020/1. 46-61.

Louws, M. L., Meirink, J. A., van Veen, K., & van Driel, J. H. (2018). Understanding teachers’ professional learning goals from their current professional concerns. Teachers and Teaching: Theory and Practice, 24(1), 63–80

Louws, M. L., Meirink, J. A., van Veen, K., & van Driel, J. H. (2017). Teachers’ self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching and Teacher Education, 66, 171–183.

Meirink, J. A., Meijer, P. C., Verloop, N., & Bergen, T. C. M. (2009). How do teachers learn in the workplace? An examination of teacher learning activities. European Journal of Teacher Education, 32(3), 209–224.

Meirink, J. A., Meijer, P. C., Verloop, N., & Bergen, T. C. M. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25(1), 89–100.

Meirink, J. A., Meijer, P. C., & Verloop, N. (2007). A closer look at teachers’ individual learning in collaborative settings. Teachers and Teaching: Theory and Practice, 13(2), 145–164.

Pedder, D. G., & Opfer, V. D. (2014). Professional learning orientations: Patterns of dissonance and alignment between teachers’ values and practices. Research Papers in Education, 28(5), 539–570.

Opfer, V. D. & Pedder, D. (2018). School orientation to teacher learning and the cultivation of ecologies for innovation: a national study of teachers in England In: Hung, D., Lee, S., Toh, Y., Wu, L., & Jamaludin, A. (eds.) Innovations in Educational Change - Cultivating Ecologies for Schools. Springer.

Opfer, V. D., Pedder, D., & Lavicza, Zs.(2011). The Role of Teachers’ Orientation to Learning in Professional Development and Change: A National Study of Teachers in England. Teaching and Teacher Education, 27(2), 443–53.

Opfer, V. D., Pedder, D. G., & Lavicza, Z. (2011). The influence of school orientation to learning on teachers’ professional learning change. School Effectiveness and School Improvement, 22(2), 193–214.

Opfer, V. D., & Pedder, D. G. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407.

Paksi, B., Veroszta, Z., Schmidt, A., Magi, A., Vörös, A., & Felvinczi, K. (2015). Pedagógus-Pálya-Motiváció I. Kutatási tapasztalatok a pályamotiváció és a lelki egészség vizsgálata alapján. Budapest: Oktatási Hivatal

Rapos, N., Bükki, E., Gazdag, E., Nagy, K. & Tókos, K. (2020). A pedagógusok folyamatos szakmai fejlődése és tanulása. Fogalmi változások. Neveléstudomány, 2020/1. 28-45.

Révai, N., & Guerriero, S. (2017). Knowledge dynamics in the teaching profession. In Guerriero, S. (Ed.), Pedagogical knowledge and the changing nature of the teaching profession. Educational Research and Innovation (pp.171-194). Párizs: OECD Publishing.

Sachs, J. (2016). Teacher professionalism: Why are we still talking about it? Teachers and Teaching, 22(4), 413-425.

Szivák, J., & Pesti, Cs. (2020). A pedagógusprofesszió hazai megújításának esélyei a mesterpedagógus programok tükrében. L’Harmattan. 174 p.

Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., & Peetsma, T. T. D. (2012). Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors. School Effectiveness and School Improvement, 23(4), 441–460.

Thoonen J., E. E., Sleegers, P. P.C., Oort, F. J., D., Peetsma, T. T. D., & Geijsel, F. P. (2011). How to Improve Teaching Practices: The Role of Teacher Motivation, Organizational Factors, and Leadership Practices. Educational Administration Quarterly, 47(3), 496–536.

Timperley, H. et al. (2008). Teacher Professional Learning and Development. Educational Practices, 18, 2–31. http://edu.aru.ac.th/childedu/images/PDF/benjamaporn/EdPractices_18.pdf

Vámos, Á., Kálmán, O., Bajzáth, A., Rónay, Z. & Rapos, N. (2020). A különböző ágazatokra jellemző professzionalizálódás tanulságai a pedagógus folyamatos szakmai fejlődésének, tanulásának megértésében. Neveléstudomány, 2020/1. 7-27.

Vámos, Á. (szerk.) (2016). Tanuló pedagógusok és az iskola szakmai tőkéje. Budapest: ELTE Eötvös Kiadó.

Vermunt, J. D. and Endedijk, M. D. (2011): Patterns in teacher learning in different phases of the professional career. Learning and Individual Differences. Vol. 21. pp. 294–302.

hazai és nemzetközi szervezetek és konferenciák

Hazai szervezetek

Magyar Nevelés- és Oktatáskutatók Egyesülete – Hungarian Educational Research Association (HERA) http://hera.org.hu

Tanárképzők Szövetsége http://tanarkepzok.elte.hu

Kutató Tanárok Országos Szövetsége (KUTOSZ) http://www.kuttanar.hu

Hazai konferenciák

Országos Neveléstudományi Konferenciák (ONK) http://nevelestudomany.hu/onk/orszagos-nevelestudomanyi-konferenciak/

Hungarian Conference on Educational Research (HUCER) http://hera.org.hu/#

Mesterpedagógusok Sonkádi Szabadegyeteme http://www.sonkadiszabadegyetem.hu

Nemzetközi szervezetek

European Educational Research Association (EERA) https://eera-ecer.de

Association for Teacher Education in Europe (ATEE) https://atee.education

Nemzetközi konferenciák

ATTEE annual, winter and spring conferences https://atee.education/conferences/

ECER https://eera-ecer.de/ecer-mission/