Abstract:

In this paper we present some elements of the approach to the reconfiguration of pedagogical practice in the initial teacher education programs. According to the OECD - PISA 2018, Volume V: Effective Policies, Successful Schools, analysis of data collected in the international PISA test has identified teacher-related factors that have a measurable impact on students' academic achievement or their social and emotional well-being. These factors include initial teacher education and certification, teacher working conditions, opportunities for professional development, teacher collaboration at the school level, peer mentoring, and well-designed teacher evaluation systems. Teacher enthusiasm and support are also positively correlated with student learning and attitudes. In addition to teachers, a range of other professionals and human resources play an important role in school life. The pedagogical practice placement involves a set of activities of observation, analysis and lesson support, all under the guidance of a pedagogical practice mentor. The research method used was a survey, with the questionnaire instrument used to interview teachers who act as pedagogical practice mentors. Mentoring programs for student practitioners (as now run) aim to provide sustained support to those learning to teach in an educational context dominated by challenges, changes, specific and less specific educational phenomena. Learning to teach involves the acquisition of knowledge in the field of psycho-pedagogy, the formation of beliefs that support the development of instructional-educational activities, the orientation of consciousness and conduct through a system of fundamental values. All this favors the formation and development of psycho-pedagogical competences by the student practitioners in the initial training process, with the aim of adequate preparation for the beginning and subsequent development of a teaching career.

Keywords:

Pedagogical practice, initial training, mentoring.