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Contents

Juhász, Orchidea: Foreword
Ádám, Anetta: Not on the Secondary-school Level... Questions of Didactics in Vocational Teacher Training
Beregi, Erika: Health Teachers' Possibilities in Managing Stress in Schools
Juhász, Orchidea: Periphery Pedagogy Pandemic: Narratives of a Video Series in the Education of Healthcare Teachers
Kovácsné Duró, Andrea: The Possibilities of Applying the Project Method in the Teaching of Vocational Subjects
Lipták, Katalin and Hajdú, Noémi: How to Motivate Gen Z Students through Cooperative learning
Lőrincz, Andrea: Blockbusters as Teaching Aids for Teachers of Vocational Subjects: Film Universes Serving Healthcare
Lubinszki, Mária: Professional Self-knowledge in Teacher Training: Existential Methods and Possibilities
Makrai, Kata: The Role of Sex Education in the Training of Teachers of Vocational and Academic Subjects
Perge, Anna: Importance of Knowledge of Vulnerability in Professional Teacher Education
Rucska, Andrea: Where is It Harder? Presence of Aggression in Vocational High Schools and High Schools
Szilvásiné Rozgonyi, Erika: The Importance of Teaching Descriptive Geometry in Today's Engineering Courses
Sztojev Angelov, Ilona: Assisting Disadvantaged Students in a Social Work Oriented Vocational Secondary School as a Health Teacher

Authors

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Foreword

The world around us is changing, new generations are bringing change, and the changes are bringing new challenges to professionals in public education, higher education, and specifically in teacher training. All of the studies published in this volume Vocational Teacher Training beyond the Curricula address these changes and challenges: our fast-paced world, digitalization, Generation Z, demotivation, aggression, stress, sexuality, the pandemic... The questions that our authors raise, of course, do not touch upon all the problems, yet with their broad and varied focuses they invite us to think together. Can a university be considered a school? Does a university lecturer do pedagogical work? Can higher education be made more personal? Is it important for the instructor to know his/her students? Why is it important to extend the methodological repertoire in higher education as well? How can young people from Generation Z be effectively motivated and taught? To what extent and in what forms are aggression and stress present in schools? Why is it important to have a special approach to students with socio-cultural disadvantages? Does teacher training have a responsibility for raising the social awareness of future teachers and vocational teachers, in initiating meaningful thinking and discourse on social issues? Why is it essential to develop professional self-knowledge in teacher training? Why can sex education play a prominent role in training not only healthcare teachers but also teachers of economics or engineering? And what are Iron Man, Forrest Gump, and Doctor Strange doing in this volume?

I truly hope I have managed to raise your interest enough that you decide to look for answers to the above-mentioned questions in this volume.

Orchidea Juhász

I had already completed the Foreword when my eyes ran through the names of the authors teaching in various faculties (Humanities, Healthcare, Engineering, and Economics) and one more thought occurred to me, which I would like to share with you, the reader. I have been working in teacher training for 20 years, and I have always considered it to be a very specific and specialized sector of our university, where theoretical and practical training is intertwined in a coherent way (so much so that if this were not the case, we would not be able to provide our students with relevant knowledge). The training of vocational teachers adds yet another component to this combination of elements: it links university education to reality not only through its living relationship with educational institutions, but also through its organic intertwining with other professional institutions. This necessarily shifts university education away from its theoretical, abstract nature, keeping it in dynamic motion, basically forcing it to constantly react to practice and the outside world, to change and to focus on competence development. As my colleague Anetta Ádám aptly put it: vocational teacher training practically plants higher education into a living fabric.

Orchidea Juhász

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