Reimagining Teacher Education: Research, Reflection, and Digital Innovation

Renáta Bernhardt PhD, is an Associate Professor at Eszterházy Károly Catholic University, Jászberény Campus, Hungary. She conducts teacher training seminars and an obligatory course-unit for students specialising in pedagogy. She delivers courses on theoretical issues of education, didactics, pedagogical consultancy and research methodology. She is responsible for teaching practice. Her research interests involve innovative pedagogical practice, pedagogical concepts, self-reflection of teachers, digital parenting and digital ocmmunication. She presents at coferences and writes articles and chapters in English and Hungarian. She is the chair of the Hungarian Pedagogical Society in Jász-Nagykun-Szolnok County.

This interview explores key perspectives on teacher education, highlighting the role of research, reflective practice, and digital innovation in shaping effective pedagogy.

Could you share your journey into the field of pedagogy and how your research interests have evolved over time?

My journey into pedagogy began with a deep curiosity about how individuals learn and how educational environments shape that process. The topic of my doctoral dissertation was the analysis of written text production in Hungarian and English among bilingual secondary school students. In 2007 I joined the university as a lecturer and [.1] Since then the focus of my research has shifted toward higher education, as well as the attitudes and beliefs of pre-service teachers and practicing educators. During my work I am also the organizer of practical training for our preschool student teachers, which leads me to conduct several empirical studies on students’ methodological adaptability and competence. Over time my research interests expanded toward effective communication and after Covid 19 period due to the impact of digital technologies on learning, I started to explore areas, such as digital communication, online learning environments and more recently, digital parenting.

How do you approach integrating innovative pedagogical practices into your courses and teacher training seminars?

I approach innovation in pedagogy as a reflective and evidence-based process. I integrate practices, such as collaborative learning, project-based approaches and digital tools where they meaningfully enhance learning outcomes. My main courses are: Didactics, Pedagogy of Playing and Methodology, Kindergarten pedagogy, Pedagogical Counselling, where I emphasize experiential learning. One of my favourite methods is „Mantle of the expert” (MoE) methodology, where participants become experts by creating a facilitating community. They tackle emerging challenges while consciously reflecting on their own learning processes by understanding that as learners they are observing and interpreting events. I also use the flipped classroom methodology, which I always combine with digital platforms, like Kahoot, Quizzes, Quizlet etc.  I chose to apply the above modern methods and online platforms because they make the learning material much more diverse and accessible for students. Learners can progress in mastering the content through interactive tasks or games and what is more important primarily in cooperative activities. As an instructor, feedback and assessment become much faster, while students are given more opportunities to experience success. I consider student engagement to be far more effective in this way and the teaching-learning process to be significantly more successful.

In your experience, how important is self-reflection for teachers, and what strategies do you recommend to cultivate it effectively?

Self-reflection is essential for professional growth. It allows teachers to critically examine their assumptions and classroom practices. According to the results of my research Hungarian teacher candidates (grade 1–6) do not yet own a full knowledge and skills of professional pedagogy, even their methodological preparation is incomplete, and in some cases flawed. Another research I have conducted with my collagues we explored the self-reflection of kindergarten teacher trainees based on the pedagogical journals they wrote during their teaching practice. The study analyzed the reflective written compositions of 50 students using qualitative content analysis, with a focus on initial difficulties, experiences of success, and key concepts of self-reflection. The analysis revealed several aspects of personal development. At the beginning of their practice, students typically reported a lack of self-confidence, difficulties in attention management and communication as well as methodological uncertainties. This was followed by the emergence of conscious self-reflection in almost all accounts, along with learning derived from collaboration with mentors and the integration of practical experiences. By the end of the practicum period, the majority of participants showed positive development both professionally and personally: their self-confidence increased, they were able to plan their activities more effectively, and they developed good relationships with both children and parents. Last but not least, they reported a strengthened commitment to the teaching profession.

That is why I always recommend structured reflection methods, such as reflective journals, peer observation, and guided discussion. In my opinion, another effective way is to improve self-reflection when student reflection is facilitated by analysing video recordings about their pedagogical practices and process.

Your research includes digital parenting and digital communication. How do you see these themes intersecting with modern teaching practices?

Due to the constant presence of digital devices and the increase in screen time, shared activities have become more diverse, while isolation within the family has become increasingly common. As digital connections come to the fore, communication patterns within the family are also changing. Technological devices often replace face-to-face interactions, which can lead to a decline in the quality of relationships in the long term. Digital parenting and digital communication are increasingly relevant in teacher training education as a main topic, but on the other hand, students’ learning experiences are deeply embedded in digital contexts. Teachers must understand not only how students use technology, but also how family environments shape digital habits. This intersection highlights the importance of digital literacy, responsible communication, and collaboration between schools and families. During teacher training, candidates must therefore be prepared to use digital tools to communicate and maintain contact with families, while at the same time being fully aware of the advantages and disadvantages of digital communication. Teacher students should realize how competence the families are digitally and they must also take on the responsibility of educating parents on this topic.

Could you describe a particularly impactful teaching practice or pedagogical concept you have implemented in your courses?

One particularly impactful approach has been the use of reflective practice combined with problem-solving. Among my courses there is a seminar titled "Self-Reflection Accompanying Teaching Practice" where this individual reflection is clearly based on students' group and individual teaching practice. Focusing on methodological approaches, teaching competencies, teacher-student collaboration and practical pedagogical procedures, we engage in discussions and exchange experiences based on specific criteria. I usually incorporate case-based learning where students analyse authentic classroom scenarios and reflect on their decisions. This helps bridge the gap between theory and practice. The Didactics course also includes both theoretical and practical components, so I always compare the analysis of pedagogical concepts to real-life situations and examples to aid understanding. As previously mentioned, in the course  Pedagogy on Playing and Methodology, I prefer the MoE and I encourage students to adapt methods they should use in practice as well.

How do you balance theoretical instruction with practical teaching experiences in your teacher training program?

In Hungary the number of credits required to earn a bachelor’s degree in primary school teacher and kindergarten teacher education is 180 credits and the focus is practice-oriented (60–70 percent). The credit value assigned to the thesis is 10 credits, the minimum credit value for continuous practical training outside the institution is 10 credits and the minimum credit value assignable to elective courses is also 10 credits. I see theory and practice as deeply interconnected while theoretical frameworks provide the foundation, but they must be continuously tested and refined through practice.

As chair of the Hungarian Pedagogical Society in your county, what initiatives or projects are you most proud of?

I am particularly proud of initiatives that foster collaboration among educators, such as professional learning communities and regional workshops. Hungarian Pedagogical Society is a meeting place for professional fields of widely varying levels and content. The society foster professional discourse and offer programs every half term and we prioritize ensuring the sharing of knowledge and exchange of experiences, as well as fostering innovative collaborative thinking among stakeholders through cooperation and collaboration. We are proud of supporting young people and student teachers, and to facilitate their professional development with the help of such programs, like The Conference of Young Teachers in 2025.  We have been organizing playhouses as part of the “Let’s All Play!” (National Play Day) program for 10 years, on where we usually welcome elementary school students with homemade educational games, assisted by students majoring in early childhood education and primary school education from Eszterházy Károly Catholic University Jászberény Campus.  Our projects create spaces for students, teachers and families to share experiences and support each other’s development. We closely follow our members’ professional activities and publications, and we support their participation in the day-to-day pedagogical work of public education as well as in academic life.

What challenges and opportunities do you foresee in the future of teacher education, both in Hungary and globally?

In Hungary an increasing number of students with a degree in educational assistance are enrolling in the correspondence program, and many of them already have teaching experience. For this reason, it is important to carefully consider the balance between theory and practice and to provide them with up-to-date knowledge and methodologies. One of the main challenges is to adapt to the variable socioeconomical background of the children and at the same time to pay attention to their different skills. There must be a strong emphasis on individualized development, and this should also be a priority in teacher training. The teacher training courses and programs must follow technological and societal changes while maintaining educational quality and equity. For example, with the rise of artificial intelligence, new opportunities and learning processes are emerging that prompt us to rethink our approaches. On the other hand, multiculturalism, diversity and the promotion of equal opportunities must remain enduring priorities in educational programs.

How do you see the role of research in shaping day-to-day teaching and teacher training?

In my opinion, keeping up with the latest research plays a crucial role in informing effective teaching practices. It provides evidence that helps educators make informed decisions. Many results can be translated into practical strategies that teachers can apply in their everyday work. That is why in teacher training we place great emphasis on developing research skills of the student teachers.

What advice would you give to emerging educators who aim to innovate and reflect critically on their practice?

I would advise early-career educators to stay curious and willing to learn throughout their careers. Regular self-reflection plays a key role in professional development. Thinking critically about one’s own teaching, asking for feedback and being open to change can make a real difference over time. Testing new approaches in the classroom and reflecting on their outcomes help teachers develop their own effective methods. Being patient and resilient is essential. Not every new idea will succeed at first, but continuous reflection and a willingness to improve will support long-term growth. Collaboration and sharing knowledge with colleagues mean the greatest help, because they often lead to better solutions. In my work experience, development as an educator, working together with my colleagues have been the greatest source of motivation and the best learning process for years.