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This paper presents the first phase of the programme aimed at examining and developing the work of teachers. One of its objectives is the preparation of teachers for the qualification procedure by way of giving them external feedback on their work, as well as providing individually customised support and mentoring if necessary. The steps and the protocol of the programme are presented, and the elements aimed at gaining information on the work of teachers are discussed in detail. I assessed the work of nine volunteering teachers on the basis of their self-characterisation, questionnaires completed 568 of their students, as well as the observation and sensitive analysis of 42 lessons taught by them. To decide whether mentoring is necessary in case of a given teacher, I evaluated the data received from the various participants. I compared the SWOT analyses prepared by teachers on their own activities against the free-text characterisations given by their students. For the purpose of understanding and resolving contradictions and problems identified, I also observed their lessons and carried out sensitive teaching analyses. Case studies are used to show that the application of the set of methods can make the identification of the exact causes of the problems possible and provide input for the individual development plan and the preparation of the mentoring activity. The good practices observed in the course of the analysis of teachers' work are incorporated into the materials of the teacher and mentoring teacher training programmes.

Reducing student drop-out rates is a challenge faced in Hungarian higher education. Our research and development project is intended to contribute to this effort: we analyse the notions and experiences of teachers concerning the possibility of motivating students, as well as their own role models as teachers and their teaching methods. We also explore students' motivation, their experiences and expectations related to classes at the university. It was studied whether the motivation of students appears in the teachers' understanding of their own role. Do they accept or reject the motivation of students as a task? Is there a difference in the teaching methods applied between those who consider a part of their role as teachers to motivate students and those who reject this? We were also curious how the opinions of teachers and students were similar or different concerning the motivating effect of various teaching methods. We collected data from teachers and students at six Hungarian institutes of higher education. The teachers' questionnaire was completed by 210 respondents, and semi-structured, in-depth interviews were also conducted with 41 of them. The students' questionnaire was completed by 1,130 respondents. In the analysis of the data, we used both quantitative and qualitative methods. Based on the results, half of the teachers faced with difficulties in connection with motivating students. In the interpretation of the role models of the majority of them, the intention of motivating students appeared positively. By contrast, in the opinion of 68%, academic success depends on the students alone. There was agreement in that the respondents considered the use of digital tools, interactivity, practicality as having the most motivating effect. In the frequency of encountering various methods, however, there was a difference in the assessment given by students and teachers. The interviews shed light on the fact that, despite the best intentions, the actual achievement of motivation of students in the classrooms is often missing. The reason may be the lack of pedagogical and methodological knowledge and consciousness.

Korábbi számunk Eszmecsere rovatában a mentorálás közoktatási alkalmazásának különböző lehetőségeivel foglalkoztunk. Szerzőink bemutatták iskolájuk innovatív gyakorlatát nem csak a kezdő, hanem a már hosszabb ideje pályán lévő pedagógusok mentori támogatásával kapcsolatban. A mentorálás témaköréhez kapcsolódunk most is, ezúttal azonban a felsőoktatásban tanítókat támogató kezdeményezéseket ajánlunk Olvasóink figyelmébe. Témánk összefűzi az Eszmecsere és Műhely rovatban megjelenő írásokat, amelyek feltárják a mentorálás felsőoktatási adaptációjának lehetőségeit és indokait. Ezek közt legfontosabbként említik az oktatói gárda folyamatos pedagógus-szakmai fejlesztését, az oktatói pálya vonzóbbá tételét és az utánpótlásnevelést, valamint a színvonalas oktatói munka iránti, egyre artikuláltabb hallgatói igényeket. Cikkeink a felmerülő nehézségekre is rávilágítanak. Milyen a fogadtatása a mentorálásnak az oktatók körében és bevonhatók-e a tanári szereppel küszködő, szakterületükön kiváló ...

Based on related academic and semi-academic discourse, this paper aims to investigate the impacts of the COVID-19 pandemic on important actors and their expectations in the higher education (HE) sector. As open organisations, higher education institutions (HEIs) are influenced and shaped by different stakeholders’ numerous and often controversial demands. While HEIs strive to meet key actors’ needs, these expectations have a determinative role in the future of HEIs. Therefore, the future-oriented horizon scanning method was used for mapping the explicit demands of actors and for analysing alterations in expectations due to the pandemic. The horizon scanning showed that one of the most pressing expectations of HEIs in Central-Eastern Europe (CEE) was digitalisation even before the pandemic. Due to the pandemic, the awaited digitalisation in HE was realised within a few weeks, and it affected all actors. The tangible daily experience of the digital mode of education changed the priorities and expectations of the actors. In addition, this unexpected situation brought to the surface HEIs’ hidden potentials, resources and responsibilities. Although the role of digitalisation in the future of HE is clearly manifested, the impacts of social restrictions as well as the effects of the digitalisation of learning and life in general were perceived primarily in the field of socialisation. As a result, the need for socialisation has increased. The article highlights the dynamic interconnection between digitalisation and socialisation, and the changing expectations and voices of stakeholders, which should be considered when HEIs choose their future paths in the post-COVID-19 era.

A kézikönyv a Szent Angéla Ferences Általános Iskolában és Gimnáziumban kidolgozott tanuló támogatási program első, kísérleti évének tapasztalataira épül és abban segíti a pedagógusokat, hogy miként támogassák diákjaikat saját céljaik kitűzésében és elérésében ún. kísérő beszélgetéseken keresztül. Bemutatja a pedagógus kísérői tevékenységének jellemzőit, kereteit, ötleteket és módszereket ad az 1-12. évfolyamos diákokkal folytatott beszélgetésekhez.