Analysis of the Collaborative Network in Relation to the Needs of the Labor Market: In Focus the Renewed Teacher Training

Labor market demands increasingly require teachers to possess complex skills, including collaboration and professional networking, beyond subject expertise. In an era of rapid educational and technological change, schools must adapt to shifting labor market expectations, where adaptability, lifelong learning, and cross-sector cooperation are essential for sustained employability. Based on Hargreaves and Fullan’s (2012) theory of professional capital, this research emphasizes the importance of human, social, and decisional capital in teacher education. The study addresses the gap in national data on the professional relational capital of higher education students enrolled in teacher training. A pilot questionnaire was developed from focus group interviews conducted in spring 2024 at the University of Nyíregyháza, analyzed with Atlas.ti 7. Four dimensions structure the tool: (1) parental influence, (2) initiative during high school years, (3) initiative during university years, and (4) future employment plans. Indicators include place of residence, cooperation patterns, durability of networks, domestic and international collaborations, and professional aspirations. By systematically mapping relationship networks, the questionnaire offers a diagnostic and developmental tool for teacher education institutions. This approach enables targeted mentoring, inter-institutional cooperation, and international mobility, ultimately strengthening teacher preparedness, satisfaction, and retention. The study provides a framework for integrating professional networking into teacher education, ensuring sustainable career paths and meeting contemporary educational demands.