This article examines the organization of prospective teachers’ teaching practice based on the “pedagogical clinic” mechanism. The essence of this mechanism is that students progress from classroom observation to co-teaching and then to independently conducting lessons with full responsibility, while each lesson is followed by a joint review with a mentor. The impact of this mechanism on professional preparedness is evaluated through an experimental study conducted at three pedagogical universities. The findings demonstrate which competencies are most strongly influenced by the mechanism and identify key aspects that should be considered when organizing teaching practice.

pedagogical clinic, teaching practice, prospective teacher, pedagogical education cluster, mentoring, professional preparedness, reflection.

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