Abstract
This study is focused on issues dealing with the practice component of teacher education, it emphasizes its aims, function and specific meaning. The social context that encloses changes of schooling and requires relevant curricular parametres of teacher education was considered by the authors, therefore the problematic aspects of teacher edecation were identified.
The possibilities and limits within the evaluation procedures of the quality of student teaching practice are discussed. The study analyzes strong and weak points of the current conceptions of teaching practice at the four faculties of education that had participated in the project PedPsy.
The key part of this study proposes qualitative interferences into the model of teaching practice, it suggests the possibilities for inovative activities. The use of supervision as a tool for promoting reflection during student teaching practice is emphasized.