1. Incorporating the findings of a research project on the successfulness of teachers into the teacher of engineering program Beatrix Fűzi, junior lecturer, PhD student fuzi.beatrix@tmpk.uni-obuda.hu Óbuda University Centre for Trefort Agoston Engineering Education

2. Popularity AND Efficiency AND General sense of well-being Influencing factors 1.1. Who are the successful teachers? Indicators The attitude of the teacher toward the students Experiences and self-reflection Attitude of the teacher toward the teaching activity

3. Questionnaire 1.2. Conception of the research project Respondents, methods and tools Interwiew Classroom visits Secondary school teachers – 31 person General sense of well- being The attitude of the teacher toward the students toward the teaching activity Experiences and (self-) reflection Pupils – 375 person Popularity Efficiency  Students’ grades  Students’ attitude towards the subject  Students’ activity  Time to studying at home

4. 2.1. The role of identification with the pupils From the results of the research to the methods of teaching/1. Some results of the research project: Importance to get in tune with the specific pupils/groups – popularity among the pupils (r=0,323 p<0,05) Who discover many similarities between themselves and their students, are more effective. (r=0,508 p=0,006) Aim: The teacher candidates should be able to adopt and identify with their pupils’ perspective. Teaching methods: Classroom situations of Harry Potter films were analysed Educational plans for a lesson had to be adjusted to a set of randomly received characteristics of the class and of individual pupils

5. 2.2. The relationship between reflection and success From the results of the research to the methods of teaching/2. Some results of the research project : Courage to modify their activities promptly –Pupils’ performance (r=0,46 p=0,01) –Students’ attitude to the subject (r=0,56 p<0,01) Reflection – flow-experience during teaching (r=0,665 p<0,01) Aim: The teacher candidates should be able to perceive and interpret the classroom situations realistic. Teaching methods: The drawing up of a future image of oneself as a teacher The teacher candidates could have access the lesson plans of the instructor and analysed the teaching process together

6. 2.3. The role of educational methods From the results of the research to the methods of teaching/3. Some results of the research project : teacher’s flow-experince – the involvement and cooperation of pupils – (r debate =0,4 p<0,05 és r project =0,486 p<0,01) Planning the atmosphere of the lessons - useing methods building on the activities of pupils (r project =0,526 p<0,01) Aim: The teacher candidates should be able to select consciously from among the pedagogical experiments. Teaching methods: Recall experiences about the effective and ineffective educational and pedagogical experiments of their own parents and teachers Working out alternative plans

7. 3.1. Survey among the students of Pedagogy and Didactics courses A total of 25 questions, multiple-choice and open-ended questions 1st part The main message of the courses Identify with the objectives Be able to make use of subjects 2nd part Creating metaphors 3rd part Changeing the areas we wished to develop Questionnaire From the 50 students, 24 filled in More intensive identification with the objectives leads to development also perceptible in practice in more areas (r=0.593 p=0.002). The majority of the respondents were able to evaluate the “use value” of the newly acquired knowledge as practicing teachers.

8. 3.2. Change in attitude and activities as the effect of the courses 1.Using more differentiated methods that activate pupils (9 times mentioned) 2.Became more self-conscious and reflective (6 times mentioned) 3.Changes in approaching and managing conflicts (5 times mentioned) 4.Identifying and managing the real motivations in pupils’ behaviour (5 times mentioned) 5.Perception of learning changed, and therefore the lessons and materials are taught in different structure (4 times mentioned)

9. 3.3. The extent of development Many felt that the change of attitudes as a result of the courses was mostly accompanied by development in the areas of getting in tune with the pupils (p=0,008), understanding pupils’ behaviour (p=0,0001).

10. Thank you for your attention fuzi.beatrix@tmpk.uni-obuda.hu