Programme: Mentor teacher programme
Subject Role: Compulsory
Recommended semester: 1
Objectives
The aim of the course is to provide students with a comprehensive understanding—within a real institutional environment—of the theoretical foundations acquired in their academic training. This includes insights into the functioning of educational institutions (kindergartens, primary and secondary schools), the professional roles of teachers and their effectiveness, as well as the administrative and managerial tasks involved. Based on both theoretical knowledge and practical experience, the course seeks to foster a complex perspective that recognizes the teacher not only as an educator and caregiver, but also as an organizational, administrative, and community actor.
Academic results
Knowledge
- .
Skills
- Role Identification and role perception: the student will be able to recognize and apply the various teaching roles (educator, caregiver, administrator, mentor) in practice
- Versatile collaboration: the student will learn how to collaborate effectively with various stakeholders (students, parents, colleagues, school leadership) to achieve the institution's goals
- Problem-solving skills: the student will apply different pedagogical tools and solutions to effectively address emerging situations and challenges
Attitude
- 1. Open and curious about the real functioning of educational institutions
- 2. Committed to the development of children and the pedagogical profession
- 3. Receptive to collaboration, accepts organizational rules and culture
- 4. Reflects on their own experiences in a critical yet constructive manner
Independence and responsibility
- Able to perform tasks independently in an institutional environment (administrative, communication, organizational duties)
- Recognizes their role and responsibility in the educational process and in relationships with students and colleagues.
- Able to handle confidential information responsibly (educational records, child protection cases).
- Open and receptive to absorbing new knowledge gained during the practice.
Teaching methodology
Lectures, Use of IT Tools and Techniques
Materials supporting learning
- 2011. évi CXC. törvény a nemzeti köznevelésről
- 20/2012. (VIII. 31.) EMMI rendelet a nevelési-oktatási intézmé-nyek működéséről és a köznevelési intézmények névhasználatáról
- A képzés első félévéhez tartozó elméleti tantárgyak k szakirodalma
- A gyakorló hely pedagógiai programja, szervezeti és működési szabályzata, házirendje
General Rules
Evaluation of the Learning Outcomes Defined in Point 2.2 Throughout the Year. Evaluation of Subject Knowledge, Skills, Attitudes, as well as Competencies Related to Independence and Responsibility
Performance assessment methods
Performance evaluation during the exam period: mid-term grade
Percentage of performance assessments, conducted during the study period, within the rating
- Partial assessment: completion of in-class assignments: 30
- Partial assessment: preparation of a thematic home paper: 70
Percentage of exam elements within the rating
Issuing grades
| % | |
|---|---|
| Excellent | 91-100 |
| Very good | 87-90 |
| Good | 75-86 |
| Satisfactory | 62-74 |
| Pass | 50-61 |
| Fail | 0-49 |
Retake and late completion
The mid-term grade is awarded in accordance with the requirements set forth in the current Academic and Examination Regulations, and can be made up upon payment of the fees specified in the Tuition and Benefits Regulations
Coursework required for the completion of the subject
| Nature of work | Number of sessions per term |
|---|---|
| Gyakorlati órákon való 70 %-os részvétel (TVSZ 105. § (4) bek. | 8 |
| tematikus házi dolgozat beadás: a tantárgyi tudás, képesség, attitűd, valamint az önállóság és felelősség típusú kompetenciaelemek értékelése | 142 |
Approval and validity of subject requirements
Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 02.06.2025.
Topics covered during the term
| Lecture topics | |
|---|---|
| 1. | To achieve the learning outcomes defined in point 2.2, the subject consists of the following thematic blocks: |
| 2. | Institution visit and organizationalmapping: the type of institution, its sponsor, and organizational structure; overview of the institution's operational regulations (SZMSZ), pedagogical program, and internal rules; consultation with the institution's principal |
| 3. | Observing different teachers' lessons/sessions; from the perspective of the roles of the teacher/preschool teacher, class teacher, special education teacher, and professional community leader; the teacher's collaboration with parents and other professionals. |
| 4. | Public administration and educational management practice: reviewing educational records (KRÉTA system); communication with higher levels of administration |
| 5. | Institutional environment and partnership relations: cooperation with civil organizations, cultural institutions; relationships with other institutions and partner organizations |
| 6. | Organizational functioning and effectiveness: institutional strategy and teacher performance evaluation; student success, satisfaction surveys, institutional self-assessment; best practices, innovations, and development goals |
| 7. | Reflection, experience sharing: group reflection session, sharing of reflections and experiences |
Additional lecturers
| Name | Position | Contact details |
|---|---|---|