Principles of supervising teachers' work with student teachers

Abstract

The paper deals with the work of the supervising teacher, who is an important factor in the process of adaptation to the teaching profession, already at the stage when the future teacher prepares for a profession under the guidance of a faculty teacher in continuous and final practice. Attention is paid to the definition of basic didactic principles in the work of the faculty teacher with the student, ie 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 influence on the professional development of the teacher is one of the less researched topics of educational research. The analysed didactic principles relate to the context of cooperating nursery and primary schools. The paper is part of a 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 a qualitative research probe are both faculty and primary school teachers, as well as pre-primary and primary school teachers. Based on their testimony, the recommended didactic principles for functional mutual cooperation are specified.