A pedagógusok szakmai fejlődését, tanulását meghatározó rendszerszabályozási környezet

In this study we are attempting to investigate how the existing national regulations of the educational system influence the constant professional development of teachers. This research was conducted in the Educational Institute of ELTE PPK as part of an OTKA project aiming to describe the constant professional development of teachers and was organized to uncover the effects of strategic and legal regulating documents on the goals and expectations of teacher’s professional learning, on the support given to achieve these goals and on the supervisory functions. The study revealed that in the regulating documents the basic context of professional development is built much more on the requirements and their supervision, rather than on the image of a state-supported autonomous profession. Rarely could we identify coherent and clear concept of development, but the standardized mechanisms controlling the responsibilities of state employees.