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Mukhlaeva T.V., Monakhova L.Y., Koroleva E.G. Interaction of students, schools, and universities in organizing teaching practice (based on domestic and foreign research). Pedagogical Review. 2026. Issue 5 (69). P. 67-78

Effective teacher training depends on the future specialist’s evolution from the role of a student to that of a teacher in the classroom. Pedagogical practice plays a significant role in this process, when future teachers master their own professional style, reflect on their value concepts about their future profession, validate their knowledge, and develop general pedagogical and professional-personal competencies in the direct pedagogical process. The article presents a theoretical review of studies analyzing approaches to organizing interactions between teachers, students and university faculty during pedagogical practice. The methodological framework for studying the effectiveness of interactions in the “university – student – school” system within pedagogical practice is considered. The conditions and criteria for the effectiveness of formation and development of professional communities of teachers and students of pedagogical specialties, ensuring successful interaction practices, are examined. The principles of joint work of participants in such communities united by common interests, contributing to the professional development of students, and the role of universities in this process are analyzed. The key characteristics and criteria for effective interaction leading to the professional growth of future teachers are identified. This article explores contemporary approaches to mentoring in teaching practice, including the evolution from traditional hierarchical mentoring to more collaborative forms that enable members of professional learning partnerships to optimally engage in collegial interaction, engage in constructive dialogue, and share responsibility for solving professional growth problems. Pedagogical practices reflecting the specific interactions between their participants are analyzed. It concludes that these models of teaching practice implement individual characteristics of professional learning communities but do not provide a holistic system of interaction between participating parties. Using the UK teacher education system as an example, an analysis of international student communities, universities, and schools is presented, demonstrating successful interaction practices that contribute to the professional development of their participants. The analysis demonstrates that the development of effective and successful mechanisms for coordinating interactions among all participants in teaching practice requires a systems approach that takes into account the conditions for organizing teaching practice outlined in the article.

Keywords: teaching practice, professional learning community, interaction, mentoring