Педагошка пракса и искуства ментора у професионалној обуци будућих учитеља
Pedagogical Practice And Experience Of Mentors In Professional Training Of Future Teachers

Summary/Abstract: The first part of this paper explains the importance of the pedagogical practice of undergraduate students in professional training of future teachers. It provides them with gradual introduction to practical pedagogical work and the real world of the teaching profession. The role of the mentor is very important for achieving quality pedagogical practices and, accordingly, for preparing students for teaching and other increasingly numerous and complex educational roles of modern schooling. The second part of the paper presents results from a qualitative study of the opinions of 42 teachers-mentors regarding their role and experience in the implementation of educational practice of trainee undergraduates in primary schools used for teacher training by the Teacher Training Faculty in Vranje. The results show that teachers essentially attach considerable importance to the pedagogical practice for practical training of students, and that they view mentorship as a demanding and responsible task for which they are not sufficiently professionally motivated andprepared. The majority of them regard their relationship with students as professional and advise them on the preparation and implementation of the lessons. Mentors pointed to several skills necessary for the students to be able to work at schools effectively and independently, but which they are lacking, mostly due to inexperience. However, despite significant problems in organizing and implementing practical work, mentors still consider the work with students as an opportunity for their own professional development owing to the various innovations they use in school. Finally, the paper highlights the obvious problems and difficulties in the implementation of undergraduate student practice, as well as some proposals in this area.

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