Pedagógusok narratív identitásának vizsgálata szlovákiai magyar környezetben – 1.
Exploring Teachers’ Narrative Identity in a Hungarian Context in Slovakia - 1.

Summary/Abstract: The focus of this thesis is to investigate the narrative identity of Hungarian teachers in Slovakia and to identify their identity factors. In the first section of the paper, we present the demographic and pedagogical characteristics of the Hungarian minority in Slovakia. In the following, we discuss the concept of narrative identity and its research possibilities, with a special emphasis on the Grounded Theory method, on which our study is based. Then we present the specificities and focal points of our research, as well as the group of our interviewees, which consisted of teachers from different regions of southern Slovakia. A particularity of our research is that the interviewees were all from pedagogue dynasties. In other words, from families where at least three generations of teachers succeeded each other. The in-depth interviews therefore provide insights not only into the life histories of individuals, but also into the similarities and differences of experiences within and between generations. In the second half of the paper, we will analyse in detail the common lessons from the in-depth interviews, which we will group into categories according to the Grounded Theory methodology and interpret them according to the concepts (key terms). The four categories we have identified are 'dynastic patterns', 'professional grounding', 'critical horizons' and 'national identity and culture'. For reasons of space, this paper is published in two parts. The continuation will be published in the next issue.

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