Our study seeks to outline the defining trends and phenomena of Hungarian public education and teacher training – with a focus on Hungarian history teaching – between 1990 and 2020. The authors were, on various levels and to various degrees, participants, and at times influential actors, in the processes presented in this study. From this, and as a consequence of their convictions, they advocate the aspect of continuity in the interest of maintaining Hungarian traditions, as well as the perspectives of renewal in the interest of implementing new Hungarian and foreign thinking, approaches and innovations.
This mosaic-like overview seeks to outline the main pillars of the context of Hungarian history teaching with the use of fundamental professional literature from the period on pedagogy and history didactics. The focus of the study is history teaching, and for a better understanding of its processes we highlight some important policy decisions and documents. We wish to show the education policy, pedagogical and educational-methodological environment in which the journal articles that provide the backbone of the volume were formulated.