Development Level of Pedagogical Students' Inductive Thinking in the 21th Century


  • Tóth Péter
  • Horváth Kinga



The international literature on the examination of inductive reasoning is rather rich. Approaching it from the direction of soft skills can be considered still novel. The main objectives were to draw a picture of the development level of first-grade teacher students’ inductive thinking, to analyse the time used for the solution of tasks and task items and finally to explore the interconnection between solution time and the performance achieved in the inductive test. According to the results of 204 students attending teacher training at J. Selye University in Slovakia, the abstract and analogue reasoning of these students is of medium development level, while their diagrammatic thinking is weaker. There is a connection between the time used for the items and the test results, both the task types and the students can be classified according to time consumption. The 10% having reached the best results are women, have parents with a degree, live in cities and took their secondary school leaving exams at secondary grammar schools Hungary. Female and correspondence students spent more time on solving the tasks than male and full-time students.

Author Biographies

Tóth Péter

He began his career as a vocational secondary school teacher in 1984 and has been involved in teacher training since 1994. He obtained his MSc degree in Mechanical Engineering at the Budapest University of Technology in 1991. In 2005 he obtained a Ph.D degree then in 2012 he habilitated at the Doctoral School of Education at Eötvös Loránd University. In 2016, he earned the title of university professor. He is currently a professor at the Budapest University of Technology and Economics and the J. Selye University. He also serves as a lecturer and supervisor at the Doctoral School of Education at Eötvös Loránd University. He is the head of the doctoral program in History Didactics at J. Selye University. His main research area is vocational education and training and higher education pedagogy, with a special focus on teacher training. He has published in a number of books, journals, and conferences on these topics.

Horváth Kinga

  She graduated from the Faculty of Pedagogy of the Comenius University in Bratislava in 1993, majoring in teacher training. In 2000, she took a doctoral examination at the Faculty of Pedagogy of Comenius University in Bratislava as a teacher of general subjects. In 2004, she completed her doctoral studies at the Faculty of Pedagogy of the Comenius University in Bratislava. She successfully habilitated at the Faculty of Arts of the University of Pécs in 2015 in the field of educational sciences. From 1997 to the present, she has taught the subjects forming the accredited study programs, and has led the work of final theses and scientific student conferences on the subjects of educational sciences, mainly in the fields of education management, general didactics, and pedagogical communication.