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Contents

Gabriella Pusztai - Ágnes Engler - Ibolya Revák Markóczi: Development of Teacher Education Central European Research Network

TEACHER EDUCATION AND COMMUNITY
Irén Gábrity-Molnár - Zoltán Takács: Hungarian-language higher education and primary teacher training in Vojvodina
Katinka Bacskai - Tünde Morvai - Júlia Csánó: Development and competition. Teacher training in the Hungarian language in Slovakia
Ildikó Orosz: Hungarian-language teacher education in Ukraine
Rita Pletl: The situation and issues of mother-tongue vocational training in a bilingual educational system: the relations between mother tongue - the language of instruction and the language of the state
Gábor Flóra: Hungarian teacher training in Romania: the case of Partium Christian University

PREPARING FOR THE CLASSROOM WORK
Ivana Rochovská: Inquiry based science education of pre-school age and young school age children
Gertruda Gwodz-Lukawska - Robert Janiga - Jan Gunčaga: Supporting of simulation and visualisation in e-learning courses for STEM education
Ildikó Csépes: Language assessment literacy in Hungary: curricular requirements of English teacher training vs. teachers' perceptions of their [...]
Ibolya Revák Markóczi - Edina Malmos: The effect of an experimental programme on the development of primary school childrens's problem-solving process in science
Marzanna Farnicka - Hanna Liberska: Intrapsychic and social conditionings of feeling excluded at school environment
Danuta Al-Khamisy: Levels of teacher competences in inclusive education according to the dialogue model - study results

TEACHER CAREER
Giuseppe Mari: School personalization and gender identity
Orsolya Kereszty: Gender inequality in the academia - results from a pilot study
Dana Hanesova: Predominance of female teachers in Central European schools
Veronika Paksi: Work-life balance of female PhD students in engineering

AUTHORS

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Blurb

The TECERN network (Teacher Education Central European Research Network) was initiated in 2012. Investigating higher education in the CEE region we realized that there are several common features in the situation and social context of teacher education. However, we do not have enough research results about it. One part of the study deals with curricular questions of teacher education, while the other part investigates practising teachers. Little attention has been paid to students who chose and took part in teacher education and their development during teacher education years.

In the present volume our papers are arranged according to three key areas. The first chapter deals with what special role of teacher education in connection with cultural communities, papers in the second chapter investigate, how teacher education of the CEE region prepares students to special classroom situations. In the third chapter studies observe the new challenges of teaching profession.

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