Practical training and practice kindergardens at the Kindergarten Institute in Sopron (1964-1972)

Abstract

In the history of kindergarten teacher education in Hungary, the application of theoretical knowledge in the real kindergarten environment has always played a prominent role; as several researchers (Vág, 1989, Patyi, 2010) point out, a significant part of the content of the early childhood teacher education that was formed in the first half of the 19th century was characterised by the time spent in the kindergartens, by active practical training. As part of several major teacher education reforms of the twentieth century, practical training was prioritised, with an increase in the number of practical hours and a greater emphasis on practical training. Decree-Law No 26 of 1958, which raised the level of teacher and nursery teacher training to higher level, also gave priority to practical training for students: in addition to the time spent in the training kindergartens opened alongside the newly opened kindergarten training institutes, students were systematically involved in several weeks of regional work placements during their training. The main motivation for my research was to gain a better understanding of the tasks, structure and influence of institutions supporting the practical side of pre-primary teacher education in shaping the personality and values of young students. In my work I used qualitative research methods, mainly document and content analysis. My sources were the archival materials of the Benedek Elek Faculty of Education at the University of Sopron, with a special focus on the period between 1964 and 1972. Among the archival materials, I mainly looked at official statistical data on training institutions, practical information bulletins and documents relating to the Institute's work plans for training kindergartens and practical training. In my research, I sought to answer the following questions. In what ways were they involved in the life of the Institute, and in what activities were the teachers of the kindergartens involved, which went beyond practical training but contributed to the training and personal development of the students? In what ways were the practitioners involved in the correspondence courses?