Today's professional teacher training system includes both professional and pedagogical
preparation, the main aim of this training being to further develop the methodological
part of the teacher training. In the last three decades, the institutional system
and the content of Hungarian VET have been characterised by constant change, significantly
influenced by the series of decisions and recommendations on VET in the EU. While
continuous structural and content change has updated the VET infrastructure, and modern
curricula have been developed, this modernisation has been accompanied by only modest
digital and methodological changes. While all the development programmes implemented
have made efforts to improve the
methodological knowledge of vocational teachers, the results have been less visible
in practice. Research on teaching methods and the methodological culture of professional
teachers in vocational subjects has been scarcely reported in the professional press.
At the same time, the learning environment has changed dramatically over the last
decade, and the need for digital education has significantly altered the expectations
of teachers in terms of teaching methods. The digital transformation of education
is not a digitally-enhanced version of traditional teaching methods, but a new learning
environment in terms of approach, requirements, methodology and assessment systems.
In our study we want to present an empirical research and its results, as well as
new directions for development, which aimed at partially overcoming this methodological
gap at the University of Dunaújváros. In this context, we describe in detail the study
that was carried out by means of a questionnaire survey and focus group interviews
among engineering and vocational students of
the institution in 2014 and 2024.
