Journal of Applied Technical and Educational Sciences
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<p>The<em> Journal of Applied Technical and Educational Sciences</em> (ISSN 2560-5429) is an <em>open access, peer reviewed multi-disciplinary </em>journal that publishes original research articles as well as review articles in several areas of engineering and applied education in English and Hungarian language.</p>ST PRessen-USJournal of Applied Technical and Educational Sciences2560-5429<p><span class="TextRun SCXW256979748" lang="HU-HU" xml:lang="HU-HU"><span class="NormalTextRun SCXW256979748">The submitting author warrants that the submission is original and that she/he is the author of the submission <br>together </span></span><span class="TextRun SCXW256979748" lang="HU-HU" xml:lang="HU-HU"><span class="NormalTextRun SCXW256979748">with the named co-authors; to the extend the submission incorporates text passages, figures, data or <br>other material from the work of others, the submitting author has obtained any necessary permission. <br>Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY), the author retains <br>the copyright. By submitting an article the author grants to this journal the non-exclusive right to publish it <br>(e.g., post it to an institutional repository or publish it in a book). </span></span></p>Under a double burden - analysing the professional and pedagogical identity of vocational teachers in an international context
http://81.2.247.240/index.php/jatespath/article/view/382
<p><em>The aim of the study is to explore the dual identity of vocational teachers: the elements of "professionalism" and "teacherhood". Both in their training and in their work as teachers/teachers, professional knowledge is a prerequisite, which also serves as the basis for their teacher qualification. This dichotomy, an area of research in the international literature, can help to describe the activities of this particular group of teachers, improve their training situation and, above all, contribute to supporting measures to overcome the shortage of teachers in vocational training, and to promote the spread of short-cycle and in-service training. The study also makes recommendations for the Hungarian system based on international examples and comparisons. Along the analysis, the characteristics of the vocational teacher group and the role of training institutions in their effective professional socialisation become clear.</em></p>Anetta Bacsa-Bán
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2024-09-152024-09-15143No: 382No: 38210.24368/jates382