"224347" . . "Professional Learning of Student Teachers and its Support during Clinical Practice (Humanistic and Neo-humanistic Trends in Action)" . "P\u00ED\u0161ov\u00E1, Michaela" . . . . . "RIV/00216275:25210/11:39892004!RIV12-MSM-25210___" . . "2"^^ . "The New Educational Review" . "PL - Polsk\u00E1 republika" . . "I, S" . "1"^^ . . "10"^^ . "Professional Learning of Student Teachers and its Support during Clinical Practice (Humanistic and Neo-humanistic Trends in Action)"@en . . . . "humanistic and neo-humanistic trends in education; intervention types; strategies and techniques; mentor roles; mentors; facilitation of professional development; pre-graduate teacher education"@en . "1732-6729" . "Professional Learning of Student Teachers and its Support during Clinical Practice (Humanistic and Neo-humanistic Trends in Action)" . . . "Kostkov\u00E1, Kl\u00E1ra" . "23" . "000291711100022" . "[DEDD3214DA45]" . "The paper focuses on pre-graduate teacher education, specifically on its phases which in the Czech context have not been sufficiently investigated yet: those of on-the job professional learning and its support (during the so-called Clinical year, i.e. a year-long internship), and of subsequent reflection of the on-site experience back at the university. Attention is paid to the forms of support provided by the key facilitators of future teachers' professional development - mentors at schools, i.e. to their roles, strategies and techniques adopted in the collaborative relationship with student teachers, as well as to their operationalisation in the form of specific intervention types. Research results shed some light on the implementation of humanistic and neo-humanistic principles by the mentors."@en . "1" . . "RIV/00216275:25210/11:39892004" . . "25210" . . . . . "Professional Learning of Student Teachers and its Support during Clinical Practice (Humanistic and Neo-humanistic Trends in Action)"@en . "The paper focuses on pre-graduate teacher education, specifically on its phases which in the Czech context have not been sufficiently investigated yet: those of on-the job professional learning and its support (during the so-called Clinical year, i.e. a year-long internship), and of subsequent reflection of the on-site experience back at the university. Attention is paid to the forms of support provided by the key facilitators of future teachers' professional development - mentors at schools, i.e. to their roles, strategies and techniques adopted in the collaborative relationship with student teachers, as well as to their operationalisation in the form of specific intervention types. Research results shed some light on the implementation of humanistic and neo-humanistic principles by the mentors." . .