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  • We described in our contribution the feature and some problems in organisation of teacher education programmes in Slovakia, Hungary and Czech Republic. The development after 1989 in the examined countries was very complicated. In a nutshell, the one root is European integration and inserting of the Bologna system into the Slovak, Hungarian and Czech university teacher education programmes. We described the components of the teacher training systems and we assessed that values concerning teacher training are based on generally accepted European values and there are no appreciable differences among the Visegrad countries (e.g. democratic social values, special national traditions, European cultural and universal human values, cooperation, conflict-management, tolerance, empathy etc.). These are connected with teachers' professional standards. We emphasized the importance of the subject didactics but it has small and blocked development. Furthermore, we highlighted that effective teacher education and shaping is required throughout the practice during the training period.
  • We described in our contribution the feature and some problems in organisation of teacher education programmes in Slovakia, Hungary and Czech Republic. The development after 1989 in the examined countries was very complicated. In a nutshell, the one root is European integration and inserting of the Bologna system into the Slovak, Hungarian and Czech university teacher education programmes. We described the components of the teacher training systems and we assessed that values concerning teacher training are based on generally accepted European values and there are no appreciable differences among the Visegrad countries (e.g. democratic social values, special national traditions, European cultural and universal human values, cooperation, conflict-management, tolerance, empathy etc.). These are connected with teachers' professional standards. We emphasized the importance of the subject didactics but it has small and blocked development. Furthermore, we highlighted that effective teacher education and shaping is required throughout the practice during the training period. (en)
Title
  • Curricula and values in teacher training in Slovakia, Hungary and Czech Republic
  • Curricula and values in teacher training in Slovakia, Hungary and Czech Republic (en)
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  • Curricula and values in teacher training in Slovakia, Hungary and Czech Republic
  • Curricula and values in teacher training in Slovakia, Hungary and Czech Republic (en)
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  • RIV/61989592:15410/14:33149042!RIV15-MSM-15410___
http://linked.open...avai/riv/aktivita
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  • 9457
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  • RIV/61989592:15410/14:33149042
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  • education; curriculum; Teacher training (en)
http://linked.open.../riv/klicoveSlovo
http://linked.open...ontrolniKodProRIV
  • [A242D09D515E]
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  • Ružomberok
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  • Neuveden
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  • Comparative Research on Teacher Education
http://linked.open...in/vavai/riv/obor
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  • Dostál, Jiří
  • Havelka, Martin
  • Serafín, Čestmír
  • Klement, Milan
  • Chráska, Miroslav
  • Kropáč, Jiří
  • Nagy, Zoltán
  • Buda, Mariann
  • Chrappán, Magdolna
  • Gunčaga, Ján
number of pages
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  • Verbum - vydavateľstvo Katolickej univerzity
https://schema.org/isbn
  • 978-80-561-0122-3
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  • 15410
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