Krisztina Lichtenberger-Majzikné and Andrea Fischer
The role of feedback is unquestionably crucial in a teachers’ profession. In our context of teacher education giving effective feedback is also an essential skill and tool of pedagogical evaluation for developmental purposes when educating university students and future teachers. Effective feedback fosters development, gives guidance, opens windows and new opportunities. In addition, the descriptive nature of feedback has a lot more potentials and positive effect on the teacher-student relationship than traditional assessment. In addition, giving and receiving feedback can be considered the starting point of reflection. Only by having looked into ‘the mirror’ first can one face reality, review and analyse an experience and learn from it. As a result, teaching effective feedback skills through experiential learning is a very important element in reflective teacher education. Taking all the above into consideration, a lot of emphasis is put on teaching effective feedback skills at our Centre for Teacher Education of Károli Gáspár University. Moreover, we aim at changing our students’ perspectives in assessment practice through creating a more positive feedback culture. Giving and receiving feedback effectively can only be learnt by practice and reflecting on the experience. The ultimate aim is to develop our trainees’ reflective competence which serves as a basis for their continuous professional development. Our paper first aims at interpreting feedback from a pedagogical point of view and presenting our best practice in the context of developing trainees’ reflective competence. We shall also give details of everyday practice: how it is incorporated into the pedagogy, psychology and methodology seminars in preservice training. Finally, we shall discuss how and why developing feedback skills is also incorporated into our programme of school placement and mentor training.
[Helping is knowledge and art. Introduction to the theory and practice of helping] In: W. Szewczyk (Eds.). Jak sobie z tym poradzić? [How to deal with it?] (pp.27‒35). Tarnów: Biblos.
Okła W. & Steuden S. (1998). Psychologiczne aspekty zespołu wypalenia. [Psychological aspects of the burnout syndrome] Roczniki Psychologiczne , 1, 119‒130.
Okła W. & Steuden, S. (1999). Strukturalne i dynamiczne aspekty zespołu wypalenia w zawodach wspierających. [Structural and dynamic aspects of professional burnout in the helping professions] Roczniki Psychologiczne , 2
McIntosh, D.N., Poulin, M.J., Silver, R.C. & Holman D.A. (2011). The distinct roles of spirituality and religiosity in physical and mental health after collective trauma: a national longitudinal study in responses to the 9/11 attacks. Journal of Behavioral Medicine, 34(6), 497−507.
Ogińska-Bulik, N. (2006). Stres w zawodach usług społecznych. Źródła. Konsekwencje. Zapobieganie. [Stress in social service professions. Sources. Consequences. Prevention]. Warszawa: Difin.
Ogińska-Bulik, N. (2012). Kiedy łzy zamieniają się w perły - czyli o
, & Rial-Gonzales, E. (2000). Research on work-related stress. Luxembourgh: European Agency for Safety and Health Work.
De Jonge, J., & Dormann, C. (2003). The DISC model: demand-induced strain compensation mechanisms in job stress. In: M. F. Dollard, H. R. Winefield, & A. H. Winefield (eds.), Occupational stress in the service professions (pp. 43‒74). London: Taylor and Francis.
De Jonge, J., & Kompier, M. A. J. (1997). A critical examination of the demand–control–support model from a work psychological perspective. International Journal of Stress
school, I was awarded the National Science Talent Search scholarship after a fierce national competition, which would have paid for 8 years of basic sciences training leading to a PhD. At that time, across the whole country, only 100 scholarships were awarded annually. Both my parents were unhappy with this choice and like most migrants wanted me to join a profession. In a paradoxical injunction, I was challenged by my father that I could not get into a medical school and I responded by gaining entry to Armed Forces Medical College in Pune. For 120 seats (20 seats were
The higher education courses for social experts started more than 25 years ago in Hungary. Since then more than 20 thousand students have earned a degree in social areas. Some of them quit their original jobs whereas a lot of these specialists still provide support as human assistants and regard their profession a career. Due to the huge amount of experience accumulated in both education and practice since then, in our empirical research an answer was sought to the question which personal and professional competencies determine the long-term engagement to a career and how the competency experience of the students correlates with their further career aspirations. In the research nearly 500 responses from students from 8 different Hungarian higher education institutions were analysed by applying questionnaires and tests accepted in international practice together with our own measures. Data were collected about the students’ career decision self-efficiency experiences, their personality traits and also about the question how they see their future profession. Based on our results the students who had a definite idea of their future professional career even during their studies and were determined with improved professional and personal competencies during the training made up a distinct group and were more dedicated to their career. On the basis of our analyses it was empirically proved that the training types which provide opportunities for the conscious monitoring of personal and professional competencies by encouraging the student with their career adjustment are of great significance.