Pedagogical Practicum in Pre-School and Primary School Educational System – Between Mentorship, Subjectivity and Contextualization
Pedagogical Practicum in Pre-School and Primary School Educational System – Between Mentorship, Subjectivity and Contextualization

Summary/Abstract: Based on a series of boundaries and opinions regarding pedagogical practicum, the problem of mentorship and the concepts of subjectivity and contextualization associated with the first two, the present paper offers another possible way of approaching pedagogical practicum during initial (academic) training of pre-school teachers. This approach comes to anchor – regarding the subjectivity of student, of mentor and of contextualizing pedagogical practicum – the qualitative analysis of 50 evaluation sheets of 2nd year students, specialization „Pedagogy of Pre-school and Primary School Education” („Alexandru Ioan Cuza” University of Iaşi, Romania), focussing on suggestions for improving the activity of students, solutions offered by 6 mentors that coordinated pedagogical practicum between 2008-2011. This analysis having a diagnostic function sets the basis of a possible development that would be useful for the progress of pre-school teachers, regarding the optimization of the relation theory – practice and the realistic valuation of subjective and contextual features during pedagogical practicum.

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