View More View Less
  • 1 ELTE PPK, 1075 Budapest, Kazincy utca 23–27.

If the inline PDF is not rendering correctly, you can download the PDF file here.

If the inline PDF is not rendering correctly, you can download the PDF file here.

  • 1

    Barber, M. – Chijoke, Ch. – Mourshed, M. (2010) How the World’s Most Improved School Systems Keep Getting Better. Chicago, McKinsey & Company.

  • 2

    Barber, M. – Mourshed, M. (2007) How the World’s Best Performing School Systems Come out on Top. Chicago, McKinsey & Company.

  • 3

    Beverborg, A. – Sleegers, P. J. – van Veen, K. (2015) Promoting VET Teachers’ Individual and Social Learning Activities: The Empowering and Purposeful Role of Transformational Leadership, Interdependence, and Self-Efficacy. Empirical Research in Vocational Education and Training, 7/1.

  • 4

    Caena, F. (2013) Policies on Teachers’ Continuing Professional Development (CPD): Balancing Provision with the Needs of Individual Teachers, Schools and Eucation Systems. Report of a Peer Learning Activity in Vienna, Austria 2 – 6 June 2013.

  • 5

    CEDEFOP (2010) Professional Development Opportunities for In-company Trainers: A Compilation of Good Practices. Luxembourg, Publications Office.

  • 6

    Cort, P. – Härkönen, A. – Volmari, K. (2004) PROFF – Professionalisation of VET Teachers for the Future. Luxembourg, Office for Official Publications of the European Communities.

  • 7

    Daruka M. (2015) A tanári szerep változásának háttértényezői a szakképzésben. Budapest, Budapesti Corvinus Egyetem.

  • 8

    Fejes, A. – Köpsén, Zs. (2014) Vocational Teachers’ Identity Formation through Boundary Crossing. Journal of Education and Work, 27/3. pp. 265–283.

  • 9

    Fűzy B. (2012) A tanári munka minőségének változásai. In: Tóth P. & Duchon J. (eds): Kutatások és innovatív megoldások a szakképzésben és a szakmai tanárképzésben. II. Trefort Ágoston Szakmai Tanárképzési Konferencia. Tanulmánykötet. pp. 54–62.

  • 10

    Gilbert, R. (2011) Professional Learning Flagship Program: Leading Curriculum Change, Literature Review. Melbourne: Australian Institute for Teaching and School Leadership.

  • 11

    Kirpal, S. – Tutschner, R. (2009) Changing Roles and Competences of VET Teachers and Trainers. Institut Technik und Bildung – Universität Bremen. (CEDEFOP-Study.)

  • 12

    Koski-Heikkinen, A. – Määttä, K. – Uusiautti, S. (2014) The Birth and Development of Vocational Education Teachers’ (VET) Professional Identity. International Journal of Research Studies in Education, 3/5.

  • 13

    Kyndt, E. – Gijbels, D. – Grosemans, I. – Donche, V. (2016) Teachers’ Everyday Professional Development Mapping Informal Learning Activities, Antecedents, and Learning Outcomes. Review of Educational Research, 86/4. pp. 1111–1150.

  • 14

    Kwakman, K. (2003) Factors Affecting Teachers’ Participation in Professional Learning Activities. Teaching and Teacher Education, 19/2. pp. 149–170.

  • 15

    Leney, T. (2004) Achieving the Lisbon Goal: The Contribution of VET. London, QCA. pp. 1–335.

  • 16

    Oktatási Hivatal (2016) Útmutató a Mesterpedagógus fokozatot megcélzó minősítési eljáráshoz.

  • 17

    Parsons, D. J. – Hughe, J. – Allison, C. & Walsh, K. (2009) The Training and Development of VET Teachers and Trainers in Europe. Moderning Vocational Education and Training. Fourth Report on Vocational Training Research in Europe: Background Report Volume 2. CEDEFOP Reference Series; 70. Luxembourg, Office for Official Publications of the European Communities. pp. 73–156.

  • 18

    Sági M. (2011) A pedagógusok szakmai továbbfejlődésének hazai gyakorlata nemzetközi tükörben. In: Sági M. (ed.): Erők és eredők. A pedagógusok munkaerő-piaci helyzete és szakmai továbbfejlődése – nemzetközi kitekintés és hazai gyakorlat. Budapest, Oktatáskutató és Fejlesztő Intézet.

  • 19

    Sági M. (2015) Szakképzésben dolgozó pedagógusok változó környezetben. Szakképzési Szemle, XXXI/1. pp. 17–36.

  • 20

    Scheerens, J. – European Commission, Organisation for Economic Co-operation and Development. Paris, F. & Directorate-General for Education and Culture (2010) TALIS Teachers’ Professional Development Europe in International Comparison; an Analysis of Teachers’ Professional Development Based on the OECD’s Teaching and Learning International Survey. Luxembourg, Office for Official Publ. of the European Union.

  • 21

    Sleegers, P. – Bolhuis, S. – Geijsel, F. (2005) School Improvement within a Knowledge Economy: Fostering Professional Learning from a Multidimensional Perspective. In: Bascia, N., Cumming, A., Datnow, A., Leithwood, K., Livingstone, D. (eds): International Handbook of Educational Policy. Dordrecht, Kluwer. pp 527–543.

  • 22

    Stoll, L. – Bolam, R. – McMahon, A. – Wallace, M. & Thomas, S. (2006) Professional Learning Communities: A Review of the Literature. Journal of Educational Change, 7/4. pp. 221–258.

  • 23

    Tóth P. – Őszi R. – Várszegi Á. (eds): Pedagógusképzés – személyiségformálás, értékközvetítés, értékteremtés. IV. Trefort Ágoston Szakmai Tanárképzési Konferencia. Tanulmánykötet.

  • 24

    Villegas-Reimers, E. (2003) Teacher Professional Development: An International Review of the Literature. Paris, International Institute for Educational Planning.