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PROFESSIONAL EVOLUTION OF ENGLISH TEACHER GRADUATES IN UNIVERSITY OF PANNONIA

ABSTRACT banko.marietta@almos.vein.hu Follow up of graduates, career monitoring, alumni, and the abbreviations AR (Alumni System) and DPR (Graduate Follow-Up System) will be heard about frequently in the near future in relation to higher education in Hungary. These issues have attracted increasing attention for ten-fifteen years in Hungary, and this attention seems to accumulate and become systemic nowadays. It was first in 2006 that it became compulsory for higher educational institutions to start introducing their DPR, in accordance with the regulations of the new Higher Education Act. The institutional DPR is to contain compulsory and optional elements, which are determined centrally. However, it is not forbidden for universities to further improve their system for instance by adding extra elements to it. One crucial question is whether career monitoring and follow up will be treated more than a compulsory task to be ticked and forgotten once done, and also whether it will serve aims beyond the mere discharge of an obligation. The research centres upon the follow up of English teacher graduates, i. e. the question of researching on English teacher graduates in relation to their professional careers and to the institute from which they graduated. This constellation of research characteristics adds a new aspect also to pedeutology. The full research report outlines the concept of career monitoring as related to English teacher graduates, in general, and with reference to the University of Pannonia, in particular. And it also presents such a research, including its procedure and findings, carried out among English teachers who graduated from the University of Pannonia, Hungary in June 2001. A questionnaire has been developed to serve as the research instrument. Findings are discussed in relation to, for instance, social and geographical mobility, choice of the profession, career profile, labour market position, subject repertoire, teaching load, professional aspiration, professional success, and reflection on English teacher training. The main achievements of the research are both methodological-procedural and empirical. They are the formulation of the research concept and design, the development of the questionnaire, the data, facts and relationships as the results of the questionnaire-research, and the discussion of the implications for and the possible ways of further research.

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