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JOURNAL OF INTERDISCIPLINARY RESEARCH
Figure 1
: Contents of the 'MŰ-PE-PSZI' personality
development course i.e. arts education, pedagogy and
pedagogical psychology
In this course, experience pedagogy has a dual purpose. On the
one hand, it strengthens the students' personality traits and
positively develops their personality, and the application of
experience pedagogy strengthens the problem-solving ability of
young personalities because they do not acquire ready
knowledge but broaden their knowledge through individual, such
as smaller groups, spontaneous groups, variable composition
groups, homogeneous or heterogeneous groups), within which
factors such as the level of cooperation, interaction, motivation,
mutual exemplification, or "adaptive education", play an
important role. (Nádasi 2001). On the other hand, by acquiring
applied experience-oriented pedagogical principles, teacher
trainees themselves can apply modern methods, if they can
become exemplary motivating teachers.
Important aspects of higher education and the Art-Pedagogical-
Psychology course are:
Experiential forms, methods, techniques; experiential experience
and learning; presentation, analysis, perception, emotional and
emotional experience, experiencing, receiving experience
reports; diversity and a creative atmosphere; stress relief and
management; strengthening problem-solving capacity; students
gain new knowledge through experience gained and experienced
in each activity; developing reflective thinking through directed
conversations; strengthening the capacity for collaboration and
tolerance through group work and co-teaching; doubles and
group activities improve communication skills; group activities
contribute significantly to the development and positive
development of relationship skills; knowledge of diverse, rich
pedagogical methodologies, innovative, progressive methods
through flow and positive psychology (Bagdy-
Dezső 2018, Oláh
2012); positive psychology, flow as an emotional reward and
profession-oriented motivation; an authentic, confident
pedagogical personality.
Expected cumulative effects of the Art-pedagogical-
psychological development course:
1.
Harmonious personality development: self-confidence,
effective self-expression, true self-esteem and the
development of a credible self-image;
2.
Development of communication skills: understanding and
using diverse communication tools and channels, effective
communication and self-expression;
3.
Strengthening the capacity for collaboration, empathy,
tolerance, first and foremost with the tools of the group;
4.
Facing the difficulties of the teaching career with the help
of situational exercises (difficulties of newcomers,
generation differences in the educational board, career
cycles, gender roles in the teaching career);
5.
Commitment to studies and the teaching profession.
The success of the course will be monitored through a
longitudinal study. For measurements and tests, we use
standardized tests on the one hand and adapt them to particular
conditions and conditions on the other. We use the Oxford
Happiness Survey Questionnaire, the Hunopt Optimistic Test,
the Assistive Attitude Measurement, the Coping Mode
Preference Questionnaire for the juveniles, and the Experience
Finding Degree test. To observe the changing factors, we also
take into account the elements of sociometry, that is, the
emotional functioning of the group, the acceptance (attraction)
and the rejection (repulsion), and the levels of social network
coexistence, cooperation and community life (Strédl 2017). Part
of the tests and measurements will be done at the beginning and
at the end of the course. Consequently, the results will be
analyzed and compared and the conclusions will be drawn on the
details.
6 Conclusions
The aim and content of the planned Art-Pedagogical-
Psychological Development course focuses on the adaptation of
experiential education and experiential learning to university
education. Overall, experience-oriented activities have a
significant impact on the development of the individual and the
development of his or her mind, and ultimately on his or her
whole personality. In addition, creative assignments and
experiential assignment systems forge groups into a cohesive
team, reinforcing friendship and social bonding. They also have
a positive impact on relationships and on the staff at the
institution. According to the studies of the relationship between
experience pedagogy and positive psychology, it is necessary to
emphasize the positive side of life, experiences and emotions,
because with the help of positive experiences one is capable of
successful self-realization, his / her coping skills are more
powerful. (Bredács 2018)
Literature:
1. BAGDI, B. –
DEZSŐ, A.: Boldogságóra. A pozitív
pszichológia
lehetőségei a fiatalok személyiségfejlesztésében 14-
20 éveseknek. Budapest: Mental Focus Kiadó, 2018. ISBN 978-
963-12-3870-9
2. BREDÁCS, A.: A pozitív pszichológia pedagógiai és
művészetpedagógiai aspektusai és a pozitív irányzat
mozgalommá válása az oktatásban. Iskolakultúra, 27. évf.,
2018/1-2.
3. CSEHI, A. – KANCZNÉ NAGY, K.: Az élménypedagógia
helye és szerepe a felsőoktatásban. Neveléstudományi kutatások
a Kárpát-medencei oktatási térben. A IV. Kárpát-medencei
Oktatási Konferencia tanulmánykötete. Nagyvárad, 2018. P.
362-363. ISBN 978-80-8122-310-5
4. CSÍKSZENTMIHÁLYI, M.: FLOW. Az áramlat. A tökéletes
élmény pszichológiája. Budapest: Akadémiai Kiadó, 2010. ISBN
963-05-7770-4
5. CSÍKSZENTMIHÁLYI, M.: Kreativitás a flow és a felfedezés
avagy a találékonyság pszichológiája. Budapest: Akadémiai
Kiadó, 2008. ISBN: 978-963-05-8646-7
6. FARIA, C. – FREIRE, S. – GALVÁO, C. – REIS, P. –
BAPTISTA, M.: Students at risk of dropping out: how to
promote their engagement with school science?, Science
Education International, 2002. Vol.23, No.1, March 2012, 20-39.
7. FREY, A – BALZER, L. – RUPPERT, J. J.: Transferable
competences of young people with a high dropout risk in
vocational training in Germany. Int J Educ Vocat Guidance,
2014. 14:119–134 DOI 10.1007/s10775-013-9257-8
8. HEGYI-HALMOS, N.: Az iskolai pályaorientáció szerepe és
gyakorlata a hazai köznevelési intézményekben. A pedagógusok
vélekedései a pályaorientáció iskolai szerepéről a
gimnáziumokban. 2016. http://ppkteszt.elte.hu/file/Hegyi_Hal
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9. CHARMARAMAN, L. – HALL, G.: School dropout
prevention: What arts-based community and out-of-school-time
programs can contribute. New Directions For Youth
Development, Supplement, 2011. Wiley Periodicals, Inc.
Published online in Wiley Online Library:
wileyonlinelibrary.com. DOI: 10.1002/yd.416
Art Education
Visiting of theatres,
concerts, museums,
libraries, Travellouges
Psychology
Personality, self-image,
self-confidence
development games,
'Happy-hour Program
activities
Pedagogy
Motivation calendar,
Case discussion,
Active relaxation
exercises
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