Accompanying seminar II. - BMEGT51A579

Discussing the experiences gained during the second semester of the coherent individual school placement, following up on the completion of the tasks expected during the placement, focusing on problems and issues arising during the teaching practice.

1. - Comprehensive knowledge of the basic facts, directions and limits of the subject area corresponding to the specialisation of the teacher.
2. - Knowledge of the most basic mathematical, scientific, economic and social science principles, rules, contexts and procedures from the point of view of vocational education and training, necessary for the teaching of the specialisation of the teacher.
3. - Knowledge of the most important contexts, theories and concepts related to his/her specialisation from a vocational training perspective.
4. - Theoretical and practical knowledge of the planning, organisation, implementation and monitoring of practical activities (school, company, institutional, service, agricultural), the principles of organising individual and group practice, the basic concepts of differentiation, remedial training and talent management.
5. - You will have the specific theoretical and methodological foundations and practical knowledge needed to design, organise and manage short-cycle training.
6. - You will have the specific theoretical and methodological foundations and practical knowledge needed to work as a vocational trainer.
7. - Knowledge of the main concepts, characteristics and typical forms of dual and individual training.

1. - From the point of view of vocational training, he is capable of basic analysis of the disciplines that make up the knowledge system corresponding to the specialization, synthetic formulation of connections and adequate evaluation activities.
2. - From the point of view of vocational training, he is able to apply the most important theories, procedures and related terminology of the given specialization when performing practical tasks.
3. - Able to identify routine professional problems, to explore the theoretical and practical background necessary for their solution, to formulate them and to solve them (with the practical application of standard operations).
4. - Able to present work methods, work actions, and work activities corresponding to the professional specialization, and manage their acquisition and practice.
5. - Able to plan, organize, implement and control and evaluate practical exams by taking quality assurance principles into account.
6. - Able to model simpler systems and processes that are important from the point of view of vocational training, especially with regard to the different aspects of training places.
7. - He is able to use his knowledge in a creative way to effectively manage the resources of his workplace (training center, workshop, teaching office, educational farm, individual training place operated by a company or business).
8. - In the course of his work, he is able to apply and comply with safety, fire protection and hygiene rules and regulations.
9. - Able to communicate in a professionally adequate manner, orally and in writing, in his native language and at least at a basic level in a foreign language, in accordance with his specialization.

1. - Assume the social role of your profession, its basic relationship with the world.
2. - Is open to learning about, accepting and authentically conveying the professional, technological developments and innovations in the field of specialization that are highlighted from the point of view of vocational training.
3. - He strives to make his self-education a means of achieving his professional and pedagogical goals.
4. - Even in unexpected decision-making situations requiring a complex approach, he makes his decision by fully taking into account the laws and ethical standards.
5. - He tries to solve problems in cooperation with others if possible.

1. Even in unexpected decision-making situations, he independently thinks through comprehensive, foundational professional questions and develops them based on given sources.
2. In the course of performing his professional tasks, he also cooperates with qualified professionals from other (primarily pedagogical) fields.
3. It reveals the shortcomings of the applied technologies, procedures, treatment methods, the risks of the processes and initiates the taking of measures to reduce them.
4. From the point of view of vocational training, it monitors legislative, technical, technological and administrative changes related to the field.
5. It authentically represents the social role of its profession and its fundamental relationship with the world.

Case discussion, case study analysis, reflective discussion in individual and group work.

• A Műszaki Pedagógia Tanszék Dokumentumtárában megosztott anyagok.

A 2.2. pontban megfogalmazott tanulási eredmények értékelése az órát megelőző felkészülés, órai részvétel és aktivitás alapján történik.

A. Szorgalmi időszakban végzett teljesítményértékelések részletes leírása: 1. Részteljesítmény-értékelés (házi feladatok): órát megelőző felkészülés megadott szakirodalmak alapján (50%) 2. Részteljesítmény-értékelés (házi feladatok): órai részvétel és aktivitás (50%)

• órát megelőző felkészülés: 50
• órai részvétel és aktivitás: 50
• összesen: 100

Érdemjegy-megállapítás

1) A házi feladat a mindenkori Tanulmányi és Vizsgaszabályzat előírásai szerint, a Térítési és Juttatási Szabályzatban előírt díjak megfizetése mellett pótolható.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 03.06.2024.

A 2.2. pontban megfogalmazott tanulási eredmények eléréséhez a tantárgy a következő tematikai blokkokból áll. Ezek hossza alapesetben 4 óra (két hét), ám a hallgatók összetételétől és az általuk javasolt problémák tárgyalásának jellegétől függően arányuk az egyes félévek során változhat. Az egyes félévekben meghirdetett kurzusok sillabuszaiban e témaelemeket ütemezzük a naptári és egyéb adottságok szerint.