EVALUATION OF THE TEACHING PRACTICE: STUDENTS’ PERCEPTIONS OF ITS CONTRIBUTION TO THE BASIC TRAINING AND PROFESSIONAL DEVELOPMENT OF PRE-SERVICE KINDERGARTEN TEACHERS

Anastasios I. Pekis, Kleanthi Karagiannidou

Abstract


The teaching practice of students in Faculties of Education constitutes an integral part of their studies, as it represents their first contact with teaching and serves as the means through which they gain initial experiences related to their future profession. The purpose of this research was to explore students' views on the teaching practice, their teaching experiences and preparation, the challenges they faced, as well as the contribution of teaching practice to their overall academic development. The research sample consisted of 107 students from the Department of Preschool Education at the University of Crete, and a questionnaire was used as the main research tool. The study highlighted the importance of the teaching practice and its contribution to the acquisition of essential skills for the students’ future careers as kindergarten teachers. Significant challenges were also identified, such as the heavy workload, stress related to classroom management, high costs associated with implementing teaching activities, and collaboration issues with those involved in the teaching practice. At the same time, various benefits were recognized, such as the development of pedagogical skills, interaction with children, and familiarization with authentic kindergarten situations. The research findings underscore the value of the teaching practice as a bridge between theory and practice, shaping more competent and capable future educators.

 

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teaching practice, evaluation, early childhood education, reflection, professional training

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i12.6419

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