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

Shahini, Gentiana (2025) The Role of Pedagogical Practice Duration in Developing Pre-Service Teacher Competencies. Journal of Curriculum Studies Research, 7 (2). pp. 73-90. ISSN 2690-2788

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Abstract

Pedagogical practice is a core component in preparing preservice 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, Prishtina,
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-noviceteacher 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.

Item Type:	Article
Uncontrolled Keywords:	Pedagogical practice; pre-service teachers/educators; pedagogical competencies.
Subjects:	Scientific Fields (Frascati) > Social Sciences > Educational sciences
Divisions:	Faculty of Education
Depositing User:	Josif Petrovski
Date Deposited:	28 Sep 2025 19:55
Last Modified:	28 Sep 2025 19:55
URI:	https://eprints.uklo.edu.mk/id/eprint/11114

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