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joobne.imrik.eszter@barczi.elte.hu

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IMRIK ESZTER bernolak.dora@barczi.elte.hu

joobne.imrik.eszter@barczi.elte.hu

ABSZTRAKT

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Kulcsszavak:

DOI: 10.52092/gyosze.2021.2-3.8

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-Mester D. & -Nagy K. (2005).

: 2021.04.10. URL: https://uni-eszterhazy.hu /hefoppalyazat/tanszemfejl/plyaszocializci_folyamata.html

(szerk.). . (pp. 89

URL: http://kompetenspedagogus.hu/sites/default/files/06-Arato-Ferenc-szerk-Horizontok-pte- btk-ni-2015.pdf

-

Torgyik J. (szerk.) (2015). (pp. 319 331). International Research Institute,

l http://www.irisro.org /pedagogia2015

januar/63KovacsKrisztina-FayneDombiAlice.pdf

Rosta K. (szerk.) (2006). - tapasztalatai

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From touching to teaching

The experience of practice leaders of the professional practice of students specializing in the pedagogy of people with intellectual disability while in early childhood development and in the nursery Practice Nursery and EGYMI.

ABSTRACT

an insight into the organizational and content framework of the professional practice of students specializing in the pedagogy of people with intellectual disability. One of the important stages of career socialization is vocational training, one of the pillars of which is the acquisition of practical knowledge. The special pedagogical and field practice of the students takes place in our institution in the field of early development and nursery education. The focus of our paper is to share our experience as a practice leader in this area. Institutional procedures, organizational frameworks and related experiences are presented. We share our experience as a practice leader in this field, the challenges inherent in the situation and the opportunities for development. We cover the possibilities of practice leading tested during the pandemic, we summarize the main issues that emerged during the student practice.

Keywords: career socialization, institutional protocol, practice leader's insights, reflection, self-knowledge.

a

A

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yakorlatra.

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