Abstract:

In this paper we present some elements of the approach to the reconfiguration of pedagogical practice in the initial teacher education programs. Preparation for a teaching career involves the assimilation of a volume of theoretical knowledge in the specialist and psycho-pedagogical field in conjunction with the training and development of psycho-pedagogical skills, which is achieved mainly through pedagogical practice. 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. The role of the mentor in the relationship with the beginning teacher should be approached, in a broad sense, from at least three perspectives: the perspective of supporting institutionally structured programs; the perspective of designing and carrying out personalized, induction programs for beginning teachers; the perspective of initiating the beginner in the interactive design of teaching activities, with the aim of training his/her skills and professional development. The mentor is a specialist, a strategist, and first and foremost, a very good psychologist. The training and strengthening of skills can be achieved through a good psycho-pedagogical knowledge of the learner (knowledge of psycho-behavioral traits, personality traits, socio-cultural identity, defined by family context, ethnic and religious community, material conditions, cultural climate of the family, level of education, etc.).

Keywords:

Pedagogical practice, initial training, mentoring.