Math Teacher, Mentor, Method of Established Theory, Professional Practice

Departments of mathematics of the pedagogical faculties of University of Ostrava and Charles University have a long-time cooperation in the area of the professional preparation of teachers for the first level of the primary schools. In this paper, the knowledge from a part of the cooperative research focused on the head teacher of the professional practice are presented. This type of the categorization of the teacher will be further denoted as a teacher-mentor. The half-structured interviews were conducted with cooperating teachers-mentors and with the further colleagues, which we could address to the supervising of students in the future. The following aspects were corresponded with our subject of interest: experiences with the supervising of students, their motivation for a work with students and an expectation from the supervising of them, their view on aims of the professional practice, possibilities of the professional development of them and of students (the future teachers), their requirements on the cooperation with a faculty teacher and a preparation of the supervising of students. In their answers in the denoted research, similarities of phenomenons were identified. These results could represent groups of the similar statements. The established theory for an analysis of answers was applied using its techniques. Each answer of each teacher-mentor was divided into the particular parts (units of ideas), that are corresponding with the focused phenomenon. These parts were classified to the overview table for purposes of monitoring of an occurrence of each phenomenon and its frequency in answers of teachers-mentors. Incentives (impulses, motivations) were analyzed in favor of an improving of the teacher ?s approach to the education of mathematics and in favor of the supervising of students in their professional practice.