BackgroundVocational education teachers are key participants in the renewal of the Hungarian vocational educational system. Their professional development (as indicated by their learning activities, learning targets and information sources) contains both the input for improving their teaching and the findings essential for affecting future improvements. The aim of this questionnaire survey was to explore Hungarian vocational education teachers’ views and judgements on three interrelated phenomena: their learning activities, their opinion regarding the importance of pedagogical knowledge and the efficiency and usage of information sources relevant to their professional development.MethodsA total of 1131 teachers from 37, randomly selected vocational education schools completed a questionnaire based on five subscales, each containing five-point Likert-scales: (1) teachers’ learning activities, (2) judgment of their preparedness in pedagogical knowledge, (3) judgment on the importance of their pedagogical knowledge components, and (4) the efficiency and (5) usage of information sources in furthering their professional development.ResultsAll subscales display appropriate reliability (Cronbach’s alpha ranged from .65 to .94). The study provides the descriptive statistical values for each questionnaire item, the relationships between subscales and the connections between the subscales and background variables, such as gender, career level and school type.ConclusionThis explorative study possesses theoretical relevance in developing a questionnaire that consists of five reliable subscales, all of which can later be used for either detecting changes in teachers’ views or measuring the effectiveness of intervention programs and professional development training sessions designed for vocational education teachers. The study’s practical relevance lies in its explorative nature: decision makers are provided with ample evidence indicating the potential advantages and obstacles vocational education teachers face in their attempt to work more efficiently.

中文翻译：

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匈牙利职业教育教师关于其教学知识和适合其专业发展的信息来源的观点

背景职业教育老师是匈牙利职业教育体系更新的主要参与者。他们的专业发展（如其学习活动，学习目标和信息来源所示）既包含改进其教学的投入，也包含影响未来改进的必不可少的发现。这项问卷调查的目的是探讨匈牙利职业教育教师对以下三个相互关联的现象的看法和判断：他们的学习活动，他们对教学知识的重要性的看法以及与他们的职业发展相关的信息资源的效率和使用方式。来自37个随机选择的职业学校的1131名教师完成了基于五个子量表的问卷调查，每个都包含五点李克特量表：（1）教师的学习活动，（2）判断他们对教学知识的准备程度，（3）判断其教学知识成分的重要性，以及（4）效率和（5） ）使用信息源以促进其专业发展。结果所有子量表均显示出适当的可靠性（Cronbach的alpha范围为.65至.94）。这项研究为每个问卷项目提供了描述性的统计值，各分量表之间的关系以及各分量表与背景变量（例如性别，职业水平和学校类型）之间的联系。结论本研究在制定由五种问卷组成的问卷中具有理论意义。可靠的量表，所有这些都可以稍后用于检测教师观点的变化或衡量为职业教育教师设计的干预计划和专业发展培训课程的有效性。这项研究的实际意义在于它的探索性：为决策者提供了充足的证据，表明职业教育教师在试图更有效地工作方面可能面临的潜在优势和障碍。