ABSTRACT
This chapter provides data analysis related to the Hungarian case study. The chapter begins with contextual information about the governance of the system, the historical development of teacher education, and the accession of Hungary to the EU. Afterwards, policy developments regarding teacher education policy since the year 2000 are traced, focusing on the implementation of the Bologna process in 2006 and its revoking a few years later. The resonance between the Hungarian teacher education policy and European developments is then explored, with attention being given to the role of European policy instruments and the enactment of policies in the example of Eötvös Loránd University. Summary and critical considerations conclude the chapter.
