Vol. 76
(2026)
Issue 03-04 | DATE OF PUBLISHING: 2026-05-13 ABSTRACTS | 5-14 | GLOVICZKI, ZOLTÁN Anthony O’Hear, the prominent English educational stakeholder and expert, has published a book entitled In the Name of Liberal Education, which provides an opportunity to paradigmatically question the reality of the school idealized and protected by “conservative pedagogy.” The “classical” European school, which has been – according to his view – in danger since the Enlightenment, is in fact an ideal that has never been realized before or since, and was born precisely from the Enlightenment. |
| 16-26 | KNAUSZ, IMRE The study proposes the development of a National Curriculum that acknowledges the government’s responsibility for regulating educational content while adhering to the principle that the selection and organization of the curriculum are pedagogical matters to be decided by the teacher, taking into account the composition and needs of the specific class. In this conception, the curriculum’s role is partly to define the basic skills to be developed and partly to establish the framework within which the desire for knowledge and interest in the world are awakened and sustained. Instead of an exhaustive taxonomy of the curriculum content, he recommends that the curriculum be based on the “key categories” of the curriculum content and assign a minimum number of class hours to them. Key categories are not topics, but types of curriculum content that appear across multiple topics, e.g., the history of religion within the field of history. The “structures” outlined in Jerome Bruner’s 1965 work play an important role in the design of the curriculum. According to the author, it is particularly important that sufficient time be allocated for the development and public debate of the National Curriculum, especially given that this was generally not available in the past. |
| 27-63 | ALPÁR, VERA – KÁVÁSSYNÉ MOLNÁR, EMESE The aim of this study is to explore the functioning of the teacher performance evaluation system (TÉR), introduced in Hungary in 2024, with particular attention to its motivational, organizational development and leadership implications. The research was built on two data sources: a questionnaire survey (N = 158) involving teachers from diverse school types, regions and experience levels, and twelve semi structured interviews conducted with purposively selected educators. The TÉR experience was analysed along three dimensions — congruence, communication and affective impact — each evaluated on a 0.0–1.0 scale and visualised in a three dimensional analytical space. Both qualitative and quantitative findings revealed three characteristic experience profiles: the residual–deviating (low), the mediated–adaptive (medium) and the coherent–reflective (high) groups. The study demonstrates that TÉR fulfils its developmental role when feedback is context sensitive, forward looking and reinforces teacher autonomy. Our results indicate that intrinsic motivation (78%), supportive leadership communication (84%) and a transparent goal structure jointly enhance acceptance of the system. The study formulates recommendations for turning TÉR into a tool that strengthens professional self reflection and fosters learning oriented school cultures. The findings show that teachers’ motivation is shaped primarily by meaningful goals, autonomous professional practice and the quality of leadership feedback. The style and credibility of leadership communication play a decisive role in whether TÉR becomes accepted and effective. The responses reveal that performance evaluation exerts a positive influence when it is embedded in an open, reflective and human centred institutional culture. The study concludes that TÉR can function not only as an evaluative mechanism but also as a genuinely developmental tool, provided that feedback serves as a strategic compass for the teaching staff. With conscious improvements in leadership practice, the motivational environment and organizational communication, TÉR has the potential to become a sustained driver of professional learning, autonomous pedagogical planning and the evolution of schools into learning organizations. |
| 64-80 | KUKÁNÉ HORVÁTH, BARBARA This study investigates patterns of social distance and attitudes among Hungarian L1 English language teachers toward various minority and social groups. The research is based on quantitative data collected through an 80-item online questionnaire completed by 151 teachers. The study examines teachers’ attitudes across cognitive and affective dimensions, as well as their behavioral component through the measurement of social distance using a Bogardus scale. The findings indicate that, overall, teachers demonstrate relatively positive and tolerant attitudes toward most groups, particularly toward students with special educational needs, disabilities, and neurodiversity. However, greater social distance and less favorable attitudes were observed toward Roma, migrant, and Muslim groups. Correlational analyses reveal a strong relationship between social distance and negative attitudes, and suggest that direct experience with diverse student populations is associated with more accepting attitudes. At the same time, the results highlight the presence of a smaller subgroup of teachers expressing more exclusionary views. The findings underline the importance of addressing diversity and inclusion in teacher education and professional development. |
| 81-99 | SZABÓ-SZETTELE, KATINKA An underexplored area of foreign language education in Hungary is creative writing that builds on and foregrounds linguistic creativity, which can be considered one of the key methods of creative (language) pedagogy. During foreign-language creative writing activities, learners combine previously acquired linguistic elements in new ways, producing more personal and engaging texts, which also stimulates creative thinking.
In the process of creative writing, literary texts can serve as models and frameworks for verbal creation, while visual stimuli as well as word-, sentence-, and text-level prompts can also support the production of creative work. The issue of assessing creative text production is likewise important from the perspective of language teaching. In this regard, instead of conventional evaluation that focuses on linguistic errors, it is worth basing feedback on the criteria of creative texts, thereby providing learners with opportunities to develop their creative writing skills.
The creative writing activities presented in this paper can be classified into two main categories: poetic writing and prose writing, both of which can further expand the methodological repertoire of the creative language teacher.
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| 100-117 | KOVÁCS, KRISZTINA Today's changing world, rapid technological, economic and social development also presents challenges to kindergarten teachers. It requires the knowledge to apply interactive methods that enable children to be educated effectively in kindergarten. This requires the development of knowledge, skills and attitudes in kindergarten teacher training that enable adaptation to constantly changing situations. In this study, we present the results of a pilot study, in which we examined the knowledge and user attitudes of kindergarten teacher students regarding cooperative learning. The results show that the students participating in the study have a positive attitude towards the cooperative learning form, but still feel uncertain about its practical application. They demand that they be able to encounter the cooperative learning form as an experience of their own during their training.
The significance of the study is shown by the fact that in recent decades, various innovative methods, such as the examination of cooperative learning, have increasingly come into focus in pedagogical research. However, the kindergarten pedagogical approach to the topic is an area that has been even less processed in the methodological literature. Our results may contribute to the domestic scientific discourse on the topic. |
| 118-123 | BUTOR, BARBARA University students today, members of Generation Z, are digital natives who were born into the information age. Their lives are unimaginable without smartphones, the internet, and continuous online presence. They communicate through these means and obtain the majority of their information from these sources. Today young people (born between 1995-2009) do very little sport or do exercises (Kosztin és Balatoni, 2021). As a student they spend almost all day either in class or in front of a screen (television, computer or mobile phone). In primary and secondary schools they exercise more regularly, but by the time they get into the university, their physical activity decreases significantly, as the majority of them only taking part in compulsory PE classes (Bárdos és Kraiciné Szokoly, 2018; Almásy és R. Fedor, 2021). Physical education at school has a decisive effect on physical activity inadulthood (Bognár, 2005). In 2010, and in 2023 I examined the websites of 23 Hungarian universities, focusing on how information related to physical education and sports was presented. In my current study, I aim to investigate whether there has been a positive change between the two investigations regarding the accessibility, presentation, and content of such information on university websites. My research method was content analysis, during which I analyzed the websites of the same universities as in 2010.
The results of my study show that university websites have not significantly adapted to the changing needs of students. Information related to physical education and sports is still accessible only through multiple steps. However, I found improvements in the search terms and the content of the information between the two studies. The search terms are simple and logical, allowing students to quickly identify content relevant to them. In almost all cases, essential information regarding mandatory physical education, recreational sports, events, and competitions is available.
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| 124-131 | FARKAS, KÁROLY In mathematics education, understanding curves becomes second nature when students encounter not the finished shape, but the movements that create it. Logo pedagogy provides an ideal methodological framework for such learning and teaching activities. This article supports this claim with practical examples and demonstrations. |
| 132-136 | MAGONY, VIKTÓRIA The review situates the book in question within the history of the literature and terminology of theater education and theater pedagogy, and provides a detailed overview of the essays included in the volume, highlighting key themes. |
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