This text speaks about my experience on the teaching internship in Budapest, at Apáczai Csere János High School and College. It is being described there, which values I did take from this experience, and how it helped me to improve in my professional development.
My teaching internship in Budapest at Apáczai Csere János High School and College was far more than just a professional placement; it was a journey of adaptation and discovery. Beyond the classroom walls, the experience of living in a foreign language environment challenged me to step out of my comfort zone daily. It was a unique opportunity to explore a different culture while at the same time transitioning from the abstract world of pedagogical theory to the unpredictable reality of real teaching.
The most immediate challenge (and reward) was learning to function in a completely new linguistic and social context. Living in Budapest meant that every day was an exercise in adaptability. Whether I was navigating city life or communicating with colleagues, I was constantly reminded that a teacher’s role is inherently linked to their ability to listen and connect. This environment forced me to become more observant, patient, and open-minded, qualities that proved indispensable when I stepped into the classroom.
The transition from university lectures to practical teaching was a key moment in my journey. I had to take the theories I had studied at the University of South Bohemia in the Czech Republic and apply them to real classes, real students, each with their unique needs, backgrounds, learning styles, and a mother tongue that differed from mine. I quickly realised that while theory provides the foundation, practice requires intuition and flexibility. There were moments when a perfectly planned lesson had to be reshaped on the fly, and it was in those moments of improvisation that I learned what it means to “teach”. I discovered that not only is precise planning of lessons important but also allowing myself to just react to the actual energy of the class and the students.
None of this would have been possible without my mentor teacher, who supported my professional growth. She gave me feedback on everything I did. She discussed with me my lesson plans and the activities I prepared for the students, went through every activity and lesson I taught, and pointed out the highlights and drawbacks. This was exactly what helped me develop my identity as a teacher. I needed someone who could provide this kind of guidance while also giving me the opportunity to teach in a real classroom setting, and my mentor teacher did exactly that.
Working in Budapest also taught me that teaching is a relational act. It is not merely about transferring information; it is about creating a space where students feel safe making mistakes and growing. Watching how the students responded to different approaches helped me refine my own teaching identity. I learned to embrace the imperfections of the learning process (both mine and theirs) and to view challenges not as obstacles, but as essential parts of the pedagogical experience.
This two-month internship in Budapest was an exceptional opportunity to bridge the gap between who I was as a student of pedagogy and who I am becoming as a teacher. I learned that being a professional educator is not a final destination, but a state of constant evolution. I am returning with valuable practical experience, a deeper appreciation of cultural diversity, and the realisation that being a teacher means remaining, above all else, a lifelong learner.
