Abstract
The current study aimed to collect relevant feedback on teaching practice effectiveness in relation to the tutors, students’ engagement in teaching practice, as well as self-reflection regarding necessary competences for a primary school teacher. Pedagogical activities within the teaching practice have considered: students’ online attendance to the classes held by the primary teacher, filling in an observation form regarding the lessons taught, mentorship session for analyzing the lessons along with the teachers, drafting a psycho-pedagogical record for a pupil, filling a form on reviewing the student’s performance and implication in the teaching practice. Having concluded the study’s results, we can now state that the teaching practice’s way of planning in the second school semester has proven efficient. The mentor-student / inter-student interaction has contributed to developing competences that a primary school teacher does require, through the feedback provided by the observation forms, as well as by involving students directly in the didactic activities, encouraging initiative and self-reflection. Objective analysis of results, suggestions, proposals, as well as difficulties encountered has made it possible to build a solid reference for future teaching practice – both online and in the classroom – and working towards improving it and all its partakers.
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