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Professional Passive Practice Mentoring System in Study Program 'Teaching for Pre-School Education' in Albanian HEI-s

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Bibliographic Details
Title: Professional Passive Practice Mentoring System in Study Program 'Teaching for Pre-School Education' in Albanian HEI-s
Language: English
Authors: Valbona Nathanaili
Source: European Early Childhood Education Research Journal. 2024 32(2):192-207.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Early Childhood Education
Preschool Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Foreign Countries, Colleges, Teacher Educator Education, Preschool Education, Mentors, Progress Monitoring, Student Teaching, Lesson Observation Criteria, Teaching Methods, Barriers, Preservice Teachers, Partnerships in Education, Kindergarten
Geographic Terms: Albania
DOI: 10.1080/1350293X.2023.2247590
ISSN: 1350-293X
1752-1807
Abstract: The aim of the article is to provide an analysis of professional passive practice mentoring system for the course of (passive) teaching practice, in the study program 'Teaching for pre-school education' of Albanian HEIs and highlights important areas for improvement to better prepare teacher candidates for the demands of the labour market. The analysis is based on the three factors: monitoring of student progress (MSP); quality of support from the kindergarten; duration, in time, of course. The methodology used is a combination of quantitative content analysis and qualitative focus group interviews. The MSP for teacher candidates is based on two dimensions: their ability to identify the methodology used by the teacher in an observed practical lesson and quality of their lesson analysis as observers. A conclusion drawn from this analysis is that students' progress is poor. Regarding the quality of support that students receive in kindergarten, judged as personal, social and/or professional, the conclusion is that is mainly on the personal level, random and unstructured. Another weak point, which contributes negatively to deepening the skills mismatch between the qualifications of HEI graduates and the actual skills required by the labour market, is the short duration of this professional practice.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1413631
Database: ERIC
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Abstract:The aim of the article is to provide an analysis of professional passive practice mentoring system for the course of (passive) teaching practice, in the study program 'Teaching for pre-school education' of Albanian HEIs and highlights important areas for improvement to better prepare teacher candidates for the demands of the labour market. The analysis is based on the three factors: monitoring of student progress (MSP); quality of support from the kindergarten; duration, in time, of course. The methodology used is a combination of quantitative content analysis and qualitative focus group interviews. The MSP for teacher candidates is based on two dimensions: their ability to identify the methodology used by the teacher in an observed practical lesson and quality of their lesson analysis as observers. A conclusion drawn from this analysis is that students' progress is poor. Regarding the quality of support that students receive in kindergarten, judged as personal, social and/or professional, the conclusion is that is mainly on the personal level, random and unstructured. Another weak point, which contributes negatively to deepening the skills mismatch between the qualifications of HEI graduates and the actual skills required by the labour market, is the short duration of this professional practice.
ISSN:1350-293X
1752-1807
DOI:10.1080/1350293X.2023.2247590