• Developing the observance ability, consignment, analyse and evaluation for the instructive-educational activities, on main objectives and in totality;
• Forming the ability of counselling the parents related to the programme of the child during the family time, the educational methods, the knowledge of the child etc.;
• Knowing the research specific of the educational process (characteristic, stages, functions, types, methodology etc.);
• Developing the capacity to cooperate with various educational factors, stimulating their participation in the instructive-educational activity

Forming a system of operational abilities to project, achieve and evaluate instructive-educational activities: the ability to project full lessons, various types and variants, and other types of educational organisation forms (trips, visits, practica

- The observation and the registering of the integral development of different instructive-educational activities with the help of adequate instruments (grids, files, guides etc.); - The analyse, the debate and the group evaluation of the observed activities; - The creation of weekly and semestral planning, on domains and themes, and the creation of projects for various activities and of projects for other organisational forms of the educational process; - Completely conduct instructive-educational activities according to the planning projected by the coordinator and the mentor of pedagogic practice; - Using evaluation (self-evaluation) instruments for the instructive-educational activities; measuring and evaluating the objectives and the lesson; - Practicing a positive attitude in the relation with the primary school children and the profession and practicing a creative attitude in the development of the activities ; - Using the methods and the procedures for the prevention and the recovery of the retard in the development of the primary school children; - Applying strategies for the identification and the development of the primary school dispositions and aptitudes; - The identification of the research characteristics, stages, functions etc., through the analyse of empiric research developed in the primary school unit and through group discussions, debates, argumentation, reasoning and communicational techniques etc.; - Practicing the observance, the conversation, the experiment, the inquiry etc. as main research methods inside a research project - Using the techniques of negotiation, argumentation/ dispute, prognosis, reasoning and communication and persuasion

Conversation, exemplification

The study of curricular documents specific to the primary school: The Curriculum for the primary school; The methodical guide for the primary school; The auxiliary curriculum for the primary school - Creating observation files for the assisted lessons - Creating the activity project for the lesson

- Creating projects for instructive-educational activities, using concepts, theories, paradigms, principles and methodologies specific to the educational sciences or to the taught disciplines;- Practicing instructive-educational activities that use

Petrovan Ramona Ştefana, Lucia Buda, Caiet de practică pedagogică, Editura Focus , Petroşani , 2007 , 1-20
Petrovan Ramona Ştefana, Lucia Buda, Ghid de practică pedagogică, Editura Focus , Petroşani , 2007 , 1-20
Iucu R, Instruirea şcolară- perspective teoretice şi aplicative, Ed. Polirom , Iaşi , 2001 , 1-80
Ştefan M., A., Frăsineanu E., S,, Ghid de practică pedagogică,, Editura Sitech , București , 2014 , 1-25
MEN, Curriculum-ul Naţional pentru învăţământul primar, MEN , București , 2018 , 120