Professional passive practice mentoring system in study program ‘Teaching for pre-school education’ in Albanian HEI-s

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.

KEYWORDS:

• Education
• curriculum
• passive professional practice
• progress monitoring
• teacher candidates

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 ‘Professional practice program for the regulated teaching profession’ https://arsimi.gov.al/wp-content/uploads/2018/02/dok-0001.pdf

2 Decision of the Council of Ministers, No. 436, dated 3.6.2020 for ‘Determining the criterion of the average grade for the admission of candidates in the first cycle study programs and in the integrated second cycle study programs or the transfer of studies in the intermediate years of these programs in the institutions of higher education, for the academic years 2020–2021 and 2021–2022 and following’. According to this decision, the lower grade for a candidate to be accepted at program study that graduate teacher for pre-university system must be 7.5 (out of 10).

3 http://www.universitetipolis.edu.al/sites/default/files/pdf/Rregullore%20Didaktike.pdf (dt. 21.04.2022).

4 European Commission, Directorate-General for Education and Culture. From University to employment: Higher Education Provision and Labour Market Needs in the Western Balkans Synthesis Report. (2016) pp. 27–28.

5 Ibid, p. 40.

6 Albanian education legislation requires a six months’ work-based learning for higher education graduates, who receive a payment equivalent to 100% of unemployment.

7 https://www.psed.duth.gr/en/general-information/ (dt. 12.4.2022)

8 https://www.uamd.edu.al/index.php/sq/fakulteti-i-edukimit/departamenti-i-pedagogjise/ arsim-parashkollor/ (dt. 12.4.2022)

9 Decision of Councils of Ministers 41/2018, adopted by No. 185/ 2021 (Typology D, complementary subject: 10-15% of total weight).

10 https://moodle.unkorce.rash.al/course/index.php?categoryid=33&browse=courses &perpage = 20 & page  = 1 (dt. 12.4.2022).

11 https://www.uamd.edu.al/index.php/sq/fakulteti-i-edukimit/departamenti-i-pedagogjise/arsim-parashkollor/ (dt. 12.4.2022).

12 http://www.uogj.edu.al/wp-content/uploads/Test/upload/Plan%20programet%202020/Arsimi%20 Parashkollor.pdf (dt. 12.4.2022).

13 https://unishk.edu.al/fileadmin/user_upload/2019-2020/plane_web_2019-2022/FSHE/Bachelor% 20n%C3%AB%20 M%C3%ABsuesi%20p%C3%ABr%20Arsimin%20Parashkollor.pdf (dt. 12.4.2022)

14 https://albanianuniversity.edu.al/sq/fakulteti-i-shkencave-shoqerore-2 / (dt. 12.4.2022)

15 https://uniel.ems.al/school/program/e89cbec8-3e43-4dc8-b14c-a82b00a19dda.aspx (dt. 12.4.2022)

Additional information

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

Notes on contributors

Valbona Nathanaili

Valbona Nathanaili is a lecturer at the department of pedagogy-psychology at LOGOS University College, Tirana, Albania. She is a Bachelor in physics and a doctoral degree holders in the science of pedagogy, both from University of Tirana. At the undergraduate level, at LOGOS, she teaches the methodology of teaching science, didactic of mathematic, natural sciences and citizenship. Major areas of research over the last few years are the politics and reforms in Albanian Education System, education under occupation, methodology of teaching science, university pedagogy, science and religion, the future of schooling and internationalization of HEIs. She was previously based at the European University of Tirana, where contributed to a range of different duties and chaired publishing department. She is analyst, writers and contributor for different periodic Albanian newspaper and television outlets. Some sole authored books: “The difficult journey of Albanian school (1912–1944)” (2016) and “Our ambassadors. The meeting point of diplomacy with creativity” (2014).