Abstract:

The paper deals with the issue of the supervising teacher´s work, as he /she is an essential factor in the process of adaptation to the teaching profession, already at the stage when the future teacher prepares under the guidance of a faculty teacher in continuous and final practice. In this topic, we focus on the definition of basic educational principles in the work of the faculty teacher with the student, i. e. the requirements that determine the direction, character, and content of the teacher's influence on the student. The relationship between the faculty teacher and the possibilities and impact of his / her effect on the professional development of the teacher is one of the less researched topics of educational research. The analyzed didactic principles relate to the context of cooperating preschools and primary schools. The paper is part of research activity in the Ministry of Education's project in the Czech Republic, which focuses on the prevention of reality shocks for teacher students and subsequently beginning teachers to support the development of faculty teachers' competencies. Participants in presented qualitative research are both supervising preschool and primary school teachers, as well as student teachers. Based on their statements, the recommended didactic principles for functional cooperation are specified.

Keywords:

Supervising teacher, student-teacher, reality shock, didactic principles.