ENHANCING PASSIVE QUALIFICATION PRACTICE: GUIDELINES FOR UNIVERSITY SUPERVISORS, SCHOOL MENTORS, AND PRE-SERVICE TEACHERS

This article explores strategies for improving passive qualification practices in teacher education by focusing on the collaborative roles of university supervisors, school mentors, and pre-service teachers. It highlights the importance of mentorship, reflective practices, and structured feedback in developing pre-service teachers' pedagogical and professional competencies. Through an analysis of current challenges and practical solutions, the study emphasizes the need for a more integrated approach to bridging theoretical knowledge and practical application in real-world classroom settings. The article provides actionable guidelines for stakeholders to enhance the effectiveness of teacher training programs.