The Role of Pedagogical Practice Duration in Developing Pre-Service Teacher Competencies

Abstract

Pedagogical practice is a core component in preparing pre-service teachers by immersing them in real teaching environments. This practice helps develop pedagogical competencies by integrating theoretical knowledge with practical application, while also teaching students how to select, prepare, and utilize educational materials and resources. This study explores pedagogical practice's role in enhancing pre-service teachers' competencies in the "Welfare and Care for Children" program at AAB College, Pristina, Kosovo. A quantitative descriptive and correlational research design was employed, using a survey administered to 56 students in the program. Findings from the literature review and data analysis indicate that pedagogical practice is beneficial, equipping students for their future careers. Moreover, mentor teachers in kindergartens and schools play a crucial role in the student's professional development. However, the results also reveal a weak mentor-novice-teacher relationship, attributed to the limited duration of pedagogical practice. It is recommended that the duration of pedagogical practice be extended in the program curriculum, allowing students to gain more extensive practical experience and receive mentorship from experienced teachers.