Exploring the value of student teaching practice: insights from preschool student teachers in Kosovo

Abstract

Research has shown that effective teacher preparation should include both theoretical knowledge and experience. This is becoming even more important at the early childhood-level as funding for programs that prepare people to work in preschool settings. There is evidence that experience gained during the student teaching practice is most effective when the theoretical part gained in university-based course is relevant and well-connected. An important investigation through some research questions related to the student teaching practice arose while trying to understand this importance. So, the aim was to find out if preschool student teachers enter the profession with high hopes and expectations, valuing their relationship with preschool mentor teachers, seeking support from university-based supervisors, whether the importance of student teaching is as a valuable preparation phase and to understand if their experiences and perceptions during this period can significantly impact their readiness and effectiveness as future preschool teachers. N = 65 preschool student teachers participated in this study. The survey was delivered both before and after their student teaching practice. A paired sample T-test was used to compare data before and after their attendance in a preschool class. Results show that preschool student teachers improved their understanding during their student teaching practice, both positively and negatively.

Keywords:

• Student teaching practice
• mentoring
• preschool teacher education
• preschool student teacher
• preschool mentor teacher

REVIEWING EDITOR:

• John Lee, Education University of Hong Kong, Hong Kong

SUBJECTS:

• Teachers & Teacher Education
• Childhood
• Early Years

Introduction

Many researchers have shown the importance of student teaching practice for teachers’ professional preparation (Darling-Hammond et al., 2019; Hollins & Warner, 2021; Jenlink, 2021). Teaching, as a profession, requires a fundamental preparation that focuses on both, the theoretical knowledge from the university-based courses and the student teaching practice from the school-based experience (Friesen & Besley, 2013; Nevgi & Löfström, 2015). Hence, student teachers should have appropriate information and knowledge to prepare for the challenges when dealing with learners, colleagues and staff within school premises. For the faculty that prepares future preschool and primary teachers, theoretical knowledge occupies a large part of student teacher preparation from the basic elements that a teacher requires to the smallest details that perfect the teaching profession. However, if this learned theory is not connected to an appropriate practice experience, it is difficult for student teachers to understand the meaning of teaching as a professional practice (Darling-Hammond et al., 2019). This process can be clarified when student teachers attend in educational institutions in order to accomplish their student teaching practice from an assigned mentor teacher’s experience. Therefore, for a better professional preparation, in addition to the theoretical preparation at the university-based courses, student teachers’ mentors play a significant role regarding this student teaching practice.

During the student teaching practice, the teacher assigned as a mentor will be an example of what a prepared teacher should know and be able to do. Previous research studies suggest that student teachers should attend a four-year degree program at a college or university to obtain an appropriate professional preparation (Friesen & Besley, 2013, Nevgi & Löfström, 2015; Zgaga, 2013, pp. 5–6). Regarding the requirements of the teaching profession and their assignment as a mentor, a teacher should have high qualification, including a positive approach to teaching and education, the ability to communicate with a professional vocabulary, and a collaborative nature (Barnett, 2003). While teacher is seen transmitter of knowledge and experience (Jonker et al. 2018), other researchers (Sylva et al., 2010) indicated that mentor teachers should also have professional preparation, a highly pedagogical approach (Loughran, 2006), and professionalism (Muijs & Reynolds, 2018, pp. 1–3). The teacher assigned as a mentor should have a strong professional experience and should be certified as a mentor, to successfully induct student teachers into the teaching profession. In this case, they can offer appropriate teaching experience and can be a good role model for the students who are willing to become teachers (Bolton & Delderfield, 2018; Darling-Hammond et al., 2019; Hudson & McRobbie, 2004). Student teachers also can benefit from an approach modeled by mentor teachers which allows exploration, providing feedback that prompts reflection on improvements (Gravett & Merwe, 2023). Because, as these two researchers indicated, having a lesson design strategy may help student teachers comprehend the nature of learning, the concepts that underpin learning, the settings in which learning takes place, as well as the advantages of ongoing lesson planning (Gravett & Merwe, 2023, pp. 7–10).

Student teaching practice in the context of the Preschool Teacher Education program

Teachers must be equipped with necessary skills in order to handle various aspects of classroom management, including lesson planning and evaluation, discipline, working with learners, student teachers, and teacher colleagues, and transitioning into a professional teaching role (Darling-Hammond et al., 2019; Darling-Hammond, 2021; Rustique & Stam, 2013). Studies (Brown et al., 2021; Hoffman et al., 2015; Juriševič, 2017, p. 84) have shown that student teaching practice as long as it under the mentoring of teachers with experience, plays a crucial role in helping student teachers achieve their goals. Preschool student teachers participate in preschool institutions, working with learners till age six in the former, and five and six in the latter (Lux et al., 2022). Regarding to this, preschool teachers are expected to maintain a strong professional dedication to their preschool-based activities while also cultivating professional connections with parents (Berčnik & Devjak, 2017; Devjak & Berčnik, 2015)

The attitudes and beliefs of student teachers toward the profession and their mentors also play a crucial role in shaping their perceptions. Personal factors, such as ability and beliefs, as well as contextual factors, like sharing knowledge and support, have been identified by Furlong and Maynard (1995) as highly important in this regard. The role of the preschool mentor teacher is particularly important in helping preschool student teachers learn classroom management skills and prepare for their own professional career. Effective mentoring is crucial to the professional preparation of the next generation of preschool teachers as mentioned by Furlong (2000). Student teaching practice in preschool study program is organized differently in the first, second, and last years of studies. In the first and second year of studies, preschool student teachers participate in a two and four-week observation period in a preschool-based classes, where they closely observe their assigned preschool mentor teacher’s approach toward learners, implementation of activities, and communication with peers and parents. This experience is documented in a Reflective Journal¹, which is crucial in helping preschool student teachers reflect on their perceptions about the teaching profession, their mentor’s work and their future selves as teachers (Seitova, 2019). A university-based supervisor is also assigned to work with preschool student teachers while they are in the field. They can help preschool student teachers to critically reflect on practical issues and tensions, thoughts and experiences (Baker et al., 2022). In the third year of studies, these students participate in a six-week practice period, where they can apply the knowledge and experience gained from their pervious practice and combine it with the theoretical knowledge gained from a university-based course titled: Pedagogical Practice. This prepares them for lesson planning under the direction of their preschool mentor teacher. Finally, in the fourth year of studies, preschool student teachers participate in an eight-week practice period, where they build the necessary knowledge, skills, and self-confidence to assume full leadership of the class. The preschool mentor teacher will also include them in meetings with parents, as they are prepared to become teachers and take on a leadership role in the preschool-based class. After completing these three different periods of the student teaching practice, preschool student teachers will have gained the necessary knowledge, experience, self-confidence, and built their identity as a teacher in preschool-level (Kupila et al., 2017; Pendergast et al., 2011). Through the feedback from the preschool mentor teachers, they can bridge performance gap and achieving their potential (Asregid, Mihiretie & Kassa, 2023). Because the sort of the feedback that these authors provide is one of comprehension, reflection, and providing an outcome (Asregid, Mihiretie & Kassa, 2023, pp. 7–9). Student teaching practice allows student teachers to make connections, analyze, and reflect between the work in the university-based knowledge and the experience (Lozano Cabezas et al., 2022).

Building a teacher identity

The research indicates that developing a teacher identity is a crucial aspect of becoming an effective teacher (Beijaard et al., 2004). To achieve this, it is essential to understand the nature of the teaching profession, how to approach it, and what practices are required to become effective (Sachs, 2005). Preschool student teachers play a vital role in shaping their understanding of the teaching profession during their student teaching practice. As they progress through the Preschool Teacher Education program, they begin to develop a sense of what it means to be a teacher in preschool level. Through a combination of hands-on experience in preschool classes and theoretical knowledge gained from the university-based courses, they learn what to expect from the program, how to navigate their experiences, and how to become effective preschool teachers. And according to Han et al. (2020) preschool teachers’ professional preparation programs establish a strong link between preschool student teachers’ experiences in the classroom and their academic knowledge to help them feel good about their entire career journey.

The importance of preschool mentor teacher during student teaching practice

Mentor teachers face several concerns when preparing to welcome their assigned preschool student teacher. They may question whether to introduce the student as a future teacher or as a current student, and whether the student will meet mentor’s requirements. Preschool mentor teachers play a crucial role in the development of preschool student teachers, providing guidance and support for their professional growth (Bonilla & Méndez Rivera, 2008; He, 2010; Leshem, 2012). This mentoring process involves not only reflecting on and discussing the student teaching practice, but also on transmitting pedagogical knowledge to the student teacher (Beutel & Spooner-Lane, 2009, p. 352). Professionalism in preschool education has been studied extensively by researchers (Karila, 2010; Oberhuemer, 2012).

Working with young learners requires a high level of responsibility, and teachers must be prepared to teach lessons effectively, with appropriate teaching approaches and professional behavior. During their student teaching practice, teachers’ competencies can include their approach to daily routines, subject matter knowledge, personal skills, interest in play, and ability to foster learners’ development and collaboration with colleagues outside the class (Lillvist et al., 2014). To positively impact learners’ development and prepare them for future levels of education, such as a primary school, preschool teachers require professional preparation and additional skills (Harrist et al., 2007; McMillan et al., 2012). Preschool mentor teachers’ self-efficacy is related to learners’ outcomes, job satisfaction, commitment to teaching, and support for learners with learning disabilities (Pendergast et al., 2011, p. 47). Hence, learners taught by qualified teachers with high-quality skills tend to be more socialized, communicative, and proficient (Kleickmann et al., 2016). To provide a qualitative professional experience for the student teachers, the mentoring process play a critical role (Lynn & Nguyen, 2020). Therefore, it is crucial for preschool student teachers to have a qualified and skilled preschool mentor teacher during their student teaching practice in order to gain the same qualities and be able to apply them in their own teaching practice.

Kosovo context

Contemporary societies tend to consider education as one of the most important treasures of mankind. Successive reforms and continuous changes were made in the entire education system in Kosovo (Tahirsylaj & Fazliu, 2021, pp. 11–12) from the post-war period (1999) up to now (Shala, 2014) in order to help people cope with the challenges of today’s world (UNMIK, 2001). This is especially important in [re]building institutions, infrastructure and a new beginning in the entire education system. Under the protection of the United States and NATO forces, Kosovo began governing itself in 2001. This necessitated the establishment of new independent government agencies, including a Ministry of Education, that would oversee preschool, primary and secondary levels of education all over the country. The United Nations Mission in Kosovo (UNMIK) advised the new Minister of Education along with a new generation of education leaders. One important recommendation was to move teacher training and induction from private companies to universities (UNMIK, 2001).

The University of Prishtina, the largest public university in the Republic of Kosovo, established a faculty [Department] of Education in 2002 to begin training teachers through a new bachelor’s degree program (Tahirsylaj, 2008). The Faculty of Education, similar to a ‘College’ in structure, is a scholarly staff focused in the field of education. The Faculty of Education of the University of Prishtina offers programs to prepare new teachers for various levels: Primary Teacher Education, Preschool Teacher Education and General Pedagogy. Given the importance of the Early Childhood and Preschool schooling in the learners’ success in later grades (Darling-Hammond et al., 2019; Engdahl, 2015), this study is based on the Preschool Teacher Education program. Continuous changes have been made with the aim of advancing educational programs and preparing the staff for the labor market as best as possible. A very important component within the pre-school program (also in primary study program) is the student teaching practice, where students start their preparation for the from the very first year of their studies and, in subsequent years, organized by the Faculty of Education in cooperation with the Municipal Directorate for Education in the Municipality of Prishtina. During each period of student teaching practice, preschool student teachers have specific responsibilities that allow them to gain skills, starting from the process of observation and reflection in the second year of their studies, to independent development and planning of activities in the fourth year of their studies, under the mentoring of a preschool teacher and university-based professor. Therefore, the Faculty of Education of the University of Prishtina continues to build and refine teacher preparation programs in the preschool education, focusing on gaining a better understanding of perceptions of preschool student teachers in the student teaching practice that connects their university theoretical knowledge with their practice in schools (Arnold & Mundy, 2020).

The aim of the research is to get a better understanding of the perceptions of new preschool student teachers on the importance of the student teaching practice. This includes: how they see the effectiveness of the student teaching practice in preschool institutions and how they imagine the preschool mentor teachers’ approach and reaction during the presence of preschool student teachers in their preschool-based class.

Methodology

Purpose of the study

Preschool student teachers in the Preschool Teacher Education program begin their field-based student teaching practice in the first year of their program of studies at the University of Prishtina - Faculty of Education. In the beginning, the first practice began in the second year. However, as part of the program reform, it has been recommended and agreed that the practice begin in the first year. Once preschool student teachers have gained some theoretical information on education and teaching in the university-based courses, they are then assigned to preschool mentor teachers to gain practical teaching experience in preschool educational institutions. In any educational endeavor, for the purpose of their professional preparation, the setting in which student teachers attend is crucial (Leeferink et al., 2015).

The main objective of this research is to learn more about the first-time preschool student teachers’ perceptions and experiences during their student teaching practice in preschool level, at the Faculty of Education - University of Prishtina. The study specifically seeks to:

• Explore how preschool student teachers envision a career in preschool education.

• Investigate preschool student teachers’ impressions on the relationship between themselves and their assigned preschool mentor teachers throughout the student teaching practice.

• Examine the level of support that preschool student teachers expect from the university-based supervisors.

• Assess the extent to which the student teaching practice sufficiently prepares preschool student teachers for their future profession in terms of both positive and negative influences on their understanding.

Overall, this study aims to contribute to a deeper understanding of the dynamics of the preschool teacher preparation, with an emphasis on preschool student teachers’ experiences and viewpoints, in order to influence and enhance teacher training programs in this field.

Based on this aim, surveys were the best data collection tools to gather data for this study. According to Creswell & Guetterman (2019), ‘survey designs are procedures in quantitative research in which investigators administer a survey to a sample or to the entire population of people to describe the attitudes, opinions, behaviors, or characteristics of the population’ (p. 21). The questionnaire was constructed according to the components described by Quick & Siebörger (2005). The authors identified the important factors in school experience that positively affect the teacher training: 1) how much teaching practice students are offered; 2) the relationship between the preschool institutions and the Faculty of Education; 3) Preschool teacher mentoring and university-based supervision; and, 4) their teaching ability (Figure 1).

Figure 1. Factors in school experience that positively affect teacher training.

Data collection

This study was conducted at the University of Prishtina, which is the oldest and largest public university in the Republic of Kosovo. The participant samples in the study were student teachers in the second year of their Preschool-level teacher preparation program at the Faculty of Education. This study commenced prior to the beginning of their student teaching practice, and again immediately after a four-week period of student teaching. All n = 65 preschool student teachers enrolled in the program were placed in ten public preschool institutions within the district of Prishtina, and were asked to participate in the survey. Both pre- and post-experience surveys were administered by the university-based professor who teaches the student teaching practice course during regularly scheduled class meetings. Preschool student teachers could opt-out of the study.

Data were obtained through pre- and post-Likert scale questionnaires, as shown in Appendix. The questionnaire contained 16 statements about field-based student teaching practice. A scale of 1 = strongly disagree to 5 = strongly agree was used to determine pre- and post-test mean scores. The significance level was set to the value of .05.

Data analysis

The questionnaire was distributed to preschool student teachers before they began their student teaching practice and then four weeks later, after they finished their teaching practice. All the responses for the pre- and post-test questionnaires were entered as a data set into IBM SPSS Statistics for Windows, Version 28.0. A paired two sample t-test was used to determine if there was a significant difference in mean scores from the pre- and post-questionnaire.

Findings

When comparing the pre- to the post-mean, 10 out of 16 responses (1, 2, 3, 4, 5, 6, 7, 11, 12, 13,) showed an increase between the post- and pre-questionnaire. Not surprisingly, once the preschool student teachers completed their student teaching practice, they confirmed or strengthened their beliefs in many areas (See Table 1).

Table 1. Preschool student teachers increased their understanding of teaching during the student teaching practice.

	Pre-Mean	SD	Post-Mean	SD	DF	t	p
1. The period of Student Teaching Practice (STP), 4 weeks, will be enough to understand the importance of the practice for preschool student teachers.	4.03	.728	4.27	.649	64	−2.084	.021
2. Theoretical knowledge gained in the university-based course is more important than the practice gained in a preschool-based class.	2.12	1.179	2.74	1.108	64	−2.854	.003
3. During STP, I will learn about quality teaching.	4.03	.706	4.37	.821	64	−2.717	.004
4. Good collaboration between the faculty and preschool institutions will impact my welcome for the STP.	4.20	1.034	4.40	.657	64	−1.287	.101
5. The information offered in the course of ‘Pedagogical Practice 2’ will prepare me for the practice in preschool institutions.	4.25	.791	4.43	.749	64	−1.286	.102
6. Preschool mentor teachers will know about their duties and responsibilities regarding my needs as a preschool student teacher.	3.94	.78813	4.20	1.018	64	−1.511	.068
7. My assigned preschool mentor teacher will be certified as a mentor.	3.72	.819	4.37	.911	64	−4.472	<.001
9. My preschool mentor teacher will have a strong knowledge of the subject that they will teach.	4.18	.659	4.26	.989	64	−.463	.322
10. My preschool mentor teacher will have a strong knowledge of the subject that they will teach.	4.28	.739	4.38	.995	64	−.680	.249
13. My preschool mentor teacher will have a professional approach with her/his pupils in the class.	4.28	.573	4.30	.983	64	−.228	.410

The biggest differences were on statements two and seven:

• 2. Theoretical knowledge gained in the university-based course is more important than the practice gained in a preschool-based class.

• 7. My assigned preschool mentor teacher will be certified as a mentor.

For six of the 16 statements (8, 9, 10, 14, 15, 16) the means of the pre-questionnaire exceeded the post-questionnaire. This shows that preschool student teachers believed in the statement more before their experience in the field (see Table 2).

Table 2. Preschool student teachers changed their understanding of teaching during the student teaching practice.

	Pre-Mean	SD	Post-Mean	SD	DF	t	p
8. The communication with the preschool mentor teacher will prepare me for the teaching profession.	4.34	.690	4.12	1.192	64	1.178	.122
9. My university-based supervisor will visit me several times during my assignment in the preschool-based class.	4.00	.770	2.32	1.542	64	8.012	<.001
10. Discussion with the university-based supervisor will give me the information that I need for success.	4.40	.581	2.85	1.523	64	7.232	<.001
14. As a student teacher, I will show professional behavior regarding: the teaching schedule	4.95	.211	4.86	.390	64	1.624	.055
15. As a student teacher, I will show professional behavior regarding: the dress code	4.94	.242	4.88	.375	64	1.070	.144
16. As a student teacher, I will show professional behavior regarding: my assigned duties and responsibilities	4.97	.174	4.88	.331	64	1.937	.029

Interestingly, the biggest differences were on statements nine & ten that were related to the university-based supervisor/supervision:

• 9. My university-based supervisor will visit me several times during my assignment in the preschool-based class.

• 10. Discussion with my university-based supervisor will give me the information that I need for success.

Confidence intervals and effect Sizes of significant paired samples t-tests differences

Three of the statements were significant at the 95% confidence level:

• 7. My assigned preschool mentor teacher will be certified as a mentor

• 9. My university-based supervisor will visit me several times during my attendance in the preschool-based class

• 10. The discussion with the university-based supervisor will give me the needed information.

It is important to know not only whether the statistical test was significant (through p values), but also to quantify the strength of the difference, effect size, between two means or two variables (Ellis, 2020). Cohen’s term d is an effect size index appropriate if two groups have similar standard deviations and are of the same size. Cohen (1988) outlined these criteria to gauge d effect sizes: small ≥ .20, medium ≥ .50, large ≥ .80. According to Cohen (1988) ‘a medium effect of .5 is visible to the naked eye of a careful observer. A small effect of .2 is noticeably smaller than medium, but not so small as to be trivial. A large effect of .8 is the same distance above the medium as small is below it’ (p. 25).

Table 3 presents the 95% confidence intervals and effect sizes for the significant differences found through the paired samples t-tests. The effect size is small for the question related to whether preschool student teachers think that their mentors will be certified. For the two questions related to university-based supervisors/supervision, the effect size is large. The lower confidence interval and medium effect size suggest that differences between the pre- and post-survey responses may not be reliably reproduced in other samples.

Table 3. Effect sizes of significant paired samples t-tests.

	95% Confidence Interval		Effect Size
	Lower	Upper	Cohen’s d	Interpretation
7. My assigned preschool mentor teacher will be certified as a mentor.	−.814	−.291	−.555	Medium
9. My university-based supervisor will visit me several times during my attendance in the preschool-based class	.693	1.289	.994	Large
10. The discussion with the university-based supervisor will give me the needed information	.606	1.183	.897	Large

Limitations

Although increases were found in 10 of 16 statements, only three were found to be significant. This could be due to the low ‘n’ of 65. A low ‘n’ would result in a Type II error, in which a significant difference may not be found when one is present. The larger the sample size, the more likely it is to find a significant difference. Another limitation may be that the data for each participant were collected only once. A longer period of time may reveal different results. It is unclear, however, what those results would be. It is possible that more time would help student teachers become more confident. Finally, the participants who completed this study’s questionnaire were not randomly selected. Non-random selection may have resulted in a sample not representative of the population.

Future implications

Education is key to economic and social transformations of developing countries such as the Republic of Kosovo. The Ministry of Education, Science and Technology (MEST) developed the Kosovo Education Strategic Plan (KESP) 2017–2021. The key to the KESP development was the belief that in a developing country, such as Kosovo, the demands for economic, social and educational transformations are ‘both a driver and a reflection of these transformations’ (Chankseliani et al., 2021, p. 109). The KESP Strategic Objective (SO) 4 specifies that ‘[T]he more prepared teachers are, the easier it will be for them to overcome many challenges that they may face during their work, and to implement reforms regarding the improvement of teaching and learning quality’ (p. 66). Per SO 4, ‘Teachers are the leaders of change in every education system, it is therefore important to provide them with professional training’ (p. 66).

The goal of the student teaching practice is to provide the student teachers with the best possible introduction to the teaching field. The research suggests that the best way to learn to teach is to spend time in a real classroom context, working with a mentor teacher. The partnership between the university and the school partner is also critical in the training process.

The results of this study indicate that the student teaching practice may impact preschool student teachers’ level of confidence and understanding of preschool class teaching. Preschool student teachers indicated that the relationship with their mentors was especially important to their experience. More research needs to be conducted in order to determine how they interact with their university-based supervisors.

Disclosure statement

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

Additional information

Notes on contributors

Nita Bakija-Haraçija

Nita Bakija-Haraçija, is currently doing her PhD at the Faculty of Education, University of Ljubljana – Slovenia in the field of Teaching, Learning and Education. She is part of the staff at the Faculty of Education, University of Prishtina, Kosovo. Her research interest are student teaching practice and mentoring. Part-time courses she teaches includes history and philosophy of education, teaching strategies and pedagogical practice. She is a third time recipient of Erasmus scholarships for study visits, lectures and trainings in Netherlands, Czech Republic and Romania.

Rozafa Ferizi-Shala

Rozafa (Ferizi) Shala, is a Professor Assistant in the field of early childhood education at the Faculty of Education, University of Prishtina, Kosova. She completed the Doctoral studies in 2018, at the Faculty of Social Sciences, University of Tirana, Albania, in the field of early childhood education. Her research interests cover different working methodologies in early childhood education, learning environments, cooperation with parents and community, and also pre-service and in-service educator/teacher education. Currently, she is Head of Preschool Department and a member board of the Institute for Research and Development of Education in the Faculty of Education, University of Prishtina.

Trenia L. Walker

Trenia L. Walker, is a Professor of Teacher Education, Educational Leadership & Policy at the University of New Mexico, U.S. She received her doctoral degree in Curriculum and Instruction, her M.A. in History, and her B.A. in English from the University of Houston, Texas, U.S. Her research examines transformative practices in teacher education and educational leadership, institutional accreditation and school/teacher effectiveness. Her research has been presented at numerous international and national professional conferences and has been published in many journals and books. She began working in Kosovo in 2002, and later was a Fulbright Scholar and Fulbright Specialist to Kosovo.

Notes

1 Reflective Journal is a notebook required for all student teachers, as evidence for the field-based practice. They describe the experience during the student teaching practice in Preschool-based and school-based class.

2 STP – Student Teaching Practice.

3 STP – Student Teaching Practice.

Appendix

Dear student,

You were selected to attend in this research because you are Preschool Education Program and it is the fist time that you attend in student teaching practice (STP) in preschool-based class. The reason why this research is happening is that according to your responses we will comprehend what new preschool student teachers think about the importance of student teaching practice in preparing you professionally as a future preschool teacher. The data will be published through an academic article with the authors PhD C. Nita Bakija-Haraçija, Dr. Rozafa Ferizi-Shala, and Dr. Trenia L. Walker.

Professional ethic: the gathered data will be served only for the purpose of the research and the anonymity of the respondents will be strictly secured.

Directions: Read the statements below and circle the answer (1–5) that fit more your opinion.

Before attanding in STP

• To what extent do you think that Student Teaching Practice is important for your professional development as future preschool teacher?

Table

Statement	Strongly disagree	Disagree	Neither disagree or agree	Agree	Strongly agree
1. The period of STP^2, 4 weeks, will be enough for understaning the importance of the practice for preschool student teachers	1	2	3	4	5
2. Theoretical knowledge gained in the facylty-based course is more important that the practice gained in preschool-based class	1	2	3	4	5
3. During STP I will learn about quality teaching	1	2	3	4	5
4. Good collaboration between the Faculty and preschool institutions will impact in welcoming me for the STP	1	2	3	4	5
5. The information offered in the course of ‘Pedagogical Practice 2’ will preare me for the practice in preschool institutions	1	2	3	4	5
6. Preschool mentor teachers will know about their duties and responsibilities regarding my needs as preschool student teacher	1	2	3	4	5
7. My assigned preschool mentor teacher will be certified as mentor	1	2	3	4	5
8. The communication with the preschool mentor teacher will prepare me for the profession I choose	1	2	3	4	5
9. Faculty-based supervisor will visit me several times during my attendance in preschool-based class	1	2	3	4	5
10. The discussion with the faculty-based supervisor will give me the needed information	1	2	3	4	5
11. Preschool mentor teacher will have good teaching skills	1	2	3	4	5
12. Preschool mentor teacher will know well the subject that is going to teach	1	2	3	4	5
13. Preschool mentor teacher will have professional approach with her pupils in class	1	2	3	4	5
14. Me as a student will show a professional behavior:
I will respect the teaching schedule	1	2	3	4	5
I will respect the dressing code	1	2	3	4	5
I will complete my duties and responsibilites	1	2	3	4	5

Thanks for collaborating with us!

After finishing the STP

• To what extent do you think that Student Teaching Practice is important for your professional development as future preschool teacher?

Table

Statement	Strongly disagree	Disagree	Neither disagree or agree	Agree	Strongly agree
1. The period of STP^3, 4 weeks, was enough for understaning the importance of the practice for preschool student teachers	1	2	3	4	5
2. Theoretical knowledge gained in the facylty-based course was more important that the practice gained in preschool-based class	1	2	3	4	5
3. During STP taught me about quality teaching	1	2	3	4	5
4. Good collaboration between the Faculty and preschool institutions impacted in welcoming me for the STP	1	2	3	4	5
5. The information offered in the course of ‘Pedagogical Practice 2’ prepared me for the practice in preschool institutions	1	2	3	4	5
6. Preschool mentor teachers knew about their duties and responsibilities regarding my needs as preschool student teacher	1	2	3	4	5
7. My assigned preschool mentor teacher was certified as mentor	1	2	3	4	5
8. The communication with the preschool mentor teacher prepared me for the profession that I have chosen	1	2	3	4	5
9. Faculty-based supervisor visited me several times during my attendance in preschool-based class	1	2	3	4	5
10. The discussion with the faculty-based supervisor gave me the infomations I needed	1	2	3	4	5
11. Preschool mentor teacher had good teaching skills	1	2	3	4	5
12. Preschool mentor teacher knew well the subject that is going to teach	1	2	3	4	5
13. Preschool mentor teacher had professional approach with her pupils in class	1	2	3	4	5
14. Me as a student had a professional behavior:
Respected the teaching schedule	1	2	3	4	5
Respected the dressing code	1	2	3	4	5
Completed my duties and responsibilites	1	2	3	4	5

Thanks for collaborating with us!