Abstract
AbstractThe aim of this article is to examine the development and implementation of teacher competence frameworks in Hungary. Supported by European structural funds, Hungary introduced a teacher competence framework for initial teacher education in 2006 and another for the career promotion and appraisal of teachers in 2013. Employing the process tracing method, the article follows the evolution of teacher competence frameworks over time, based on a document analysis and expert interviews with policy officials and teacher educators. Findings show that the Hungarian teacher competence frameworks evolved as an outcome of a broader Europeanisation process in teacher education, on the one hand, and of internal political priorities, on the other. Strong political commitment was often linked to weak implementation capacities, so that dissatisfaction was created on the side of teachers. Depending on the way local actors use these frameworks, some perceive it as a way of limiting teacher autonomy, whilst others feel it promotes teacher professionalism.
Highlights
Teacher competence frameworks are considered as an important policy measure to develop teacher quality across Europe and beyond
These changes in the curriculum, combined with changes in the school structure, required the reform of initial teacher education (ITE) which came with Government Decree 111/1997 on the Qualification Requirements of Teachers
Teacher education reflected the fragmented structure of the school system, meaning that teachers were educated differ‐ ently depending on the various school types and had a different social status
Summary
Teacher competence frameworks are considered as an important policy measure to develop teacher quality across Europe and beyond. Other international organisations have promoted teacher competences as a policy intervention for improving the quality of the teacher labour force (UNESCO, 2015; World Bank, 2013). In this context, a shared definition by national stakeholders of what teachers should know and be able to do in the different stages of their career seems to be acknowledged as the basis for quality teaching that contributes to better student learning. Hungary has recently developed these frameworks for both teacher education and teachers' career promotion, as well as for professional development and teacher appraisal. This continuum perspective makes Hungary a relevant case for exploring the application of competences at different stages of teachers' career
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