The author sees the Hungarian teacher education system as being in a state of transition and development and identifies a number of the planning issues to be faced. There has existed, traditionally in Hungary, the two routes through teacher-training familiar to many Western countries, characterised as the ecole normale/university dichotomy. This has revealed a familiar problem: the older the age-range for which the student is being trained, the less emphasis on pedagogy in the training. Hungarian teacher education faces other problems. There is still a shortage of teachers, despite a high level of demand for training; demographic problems weigh heavily. Attempts at finding solutions through mergers of institutions at different levels meet resistance, and the conflict of values from universities and teachers ##x2019; colleges echoes similar debates in, for example, France and Greece. The problems encountered raise a fundamental question: who should decide the nature of the teacher-training programme: the specialist academics and pedagogue; or the employing community? In Hungary, the debate continues. © 1984, Taylor & Francis Group, LLC. All rights reserved.
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