Pedagoginė stažuotė: Jungtinių Amerikos Valstijų ir Vokietijos patirtis

Abstract

Novice teachers face a range of difficulties in the beginning of their teaching career. Since not every young specialist manages to cope with these problems, a significant number of novice teachers decide to leave school. The research results indicate that during the first three years the majority of specialists, who resign from school, give up teachers job as well. Seven years later only half of teachers continue working at school. The conducted opinion survey of specialists who left schools revealed that one of the most important reasons for that is lack of support from more experienced colleagues. It should be noted that an appropriately organised internship (practice) for novice teachers had effect not only on their decision to work at school but was also important taking into consideration other aspects. A big number of authors have stated that a properly organised internship is of huge importance to development of novice teachers' pedagogical mastery, it also provides favourable conditions for self-development of a mentor and may have a direct impact on learners' knowledge. Thus, due to internship, the process of education gains a multipartite quality. The article aims at a general overview of experience of pedagogical internship organisation accumulated in some Western countries. The following objectives were determined: to investigate and describe place, duration of pedagogical internship and itsphases,to briefly characterise roles of participants in the pedagogical internship and to define procedure of teacher licensing, to discuss procedures of payment for mentoring activity