First Steps in the Profession: Results of Teaching Practice in Primary School
On April 29, 2026, the Department of Pedagogy and Psychology held a final conference dedicated to the results of the pedagogical practice of students from the NDP-23 group, specialty 0113.1/0112.1 Pedagogy in Primary Education. Preschool Pedagogy.
The practice took place from March 9 to March 29, 2026, at lyceums and gymnasiums of the Republic of Moldova and became an important stage in the professional development of future teachers.
During the practice, students not only observed the educational process but also actively participated in school life: they conducted lessons, organized educational activities, and learned how to find an individual approach to each child. Working with younger schoolchildren allowed them to better understand age-related characteristics, feel responsibility for learning outcomes, and recognize the importance of an individual approach.
The final conference was held in an atmosphere of engagement and lively exchange of experience. Students presented their reports and portfolios accompanied by vivid presentations and video materials. Special interest was generated by the creative works of pupils — drawings, handicrafts, and applications — which became a clear result of the joint activities of the trainees and children.
Participants shared not only their achievements but also the difficulties they encountered. Among them were time management during lessons, objective assessment of pupils’ knowledge, selection of effective motivation methods, and building communication with parents. Reflection on these challenges became an important step toward professional growth.
Overall, the practice demonstrated that the students are ready to take their first steps in the profession: they acquired basic pedagogical skills, confidence in their abilities, and an understanding of the importance of their chosen path. At the same time, the need for further professional development, accumulation of experience, and continuous self-education remains evident.
The publication was prepared by the supervisors of the pedagogical practice:
Irina Bianova, Doctor, Lecturer;
Galina Levinti, Lecturer.
