Non-subject Teaching in Years 5 and 6: Legislative Changes and Institutional Implementation Routes
Keywords: competencies, educational change, implementation, non-subject teaching, regional differences, teachers’ role
The aim of our study was to discover the features of the implementation process, the way in which it was carried out at local and institutional level, and the ways in which localities and institutions adapted to the changes in different contexts. For the purposes of our study we chose some regulations which came into force between 2004 and 2009 and made changes to processes relating to enrolment and/or pupil progression. In the study we sought to follow the implementation processes in primary schools and among the maintainers of those schools in three areas: in a district of Budapest, a small town, and a village close to the small town. The research was based on qualitative methods, analysis of documentary evidence and case studies. Our research found that the introduction of non-subject teaching presented a serious challenge to primary school heads and teachers. Most of the schools we studied were not really receptive to the changes, and typically, similar problems soon appeared (e.g. lack of understanding, the differing interests of lower and upper school teachers, dissatisfaction with training courses, apathy, etc.) Altogether it seems that although various routes to successful implementation are open even from a less favourable starting position, it seems that success cannot be achieved without the commitment of the school leadership and without the willingness of teachers to be actively involved.
Metisz url: http://herj.lib.unideb.hu/cikk/cikk/55d184001ce79
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