Teaching practice and student mentoring
Teaching practice and student mentoring

Summary/Abstract: Practice in relation to theory developed in classrooms is currently a very significant aspect in the formation of teacher-students. The priorities of education as a lifelong process for the individual orient the study programs towards life training. This paper deals with the lecturer-mentor relationship as an essential factor in developing teaching practices during the years of study. We have used thew qualitative research methodology, focusing on meta-analysis of previously conducted research in this field and study program materials. Semi-structured interviews and meta-analyses of documents, processes, and professional attitudes are also included. The paper manages to understand that the lecturer and the mentor are disconnected from the focus on the student, from the theoretical to the practical preparation, from the method to the curriculum and from the pupil to the student. This separation is also reflected in the distancing of education faculties from schools and lecturers from teachers. The reasoning comes from the analysis and comparison of the practice development processes, from the competencies of the lecturers who develop the practice, the physical time and the lecturer’s responsibility. On the other hand, the mentor teacher does not feel motivated in this process. He feels worried that the student’s involvement in the lesson disrupts the process and the result of the class. The paper contains recommendations addressed to the faculties of education, departments and pedagogues who lead the practices as well as schools and mentor teachers who are involved in this process.

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