*3.6. The Sixth Dimension*

Formation of the personal conception reflects the independent formation of students' personal conception about subtleties of practice and their professional roles during practice (see Table 6).


**Table 6.** Formation of the Personal Conception.

Cognition of specificities of the professional activity and professional role by observing special educators' activities was the main aim of students' practice. To achieve this, students had to be active participants in this process. Observation was one of the main sources for getting information. When students did not receive help from teachers and practitioners, they themselves had to actively participate in the observation process in order to better understand their study area: "... I had to find out how to communicate with children myself..." Students spent most of their practice time observing and analyzing children's behaviors: "...I was trying to accumulate as much information as possible. Most of the time I was watching and recording useful information for myself..." Those students who had the possibility to ge<sup>t</sup> directly involved in the teaching process felt that they needed a lot of courage, specialty knowledge and skills for assisting children, and solving children's problems: "...giving the lesson, I felt that I lacked knowledge, courage to give a lesson in a good way...".

During practice, students realized that in order to make practice meaningful, they needed willingness to engage in activities and to be actively communicating with both children and teachers. Students were trying to understand and take over special educators' methodological experience individually: Mainly studying literature on children with special educational needs. Trainees realized that self-studying had changed their conception and knowledge about disabled children: "... when I now compare the knowledge I had before practice and now, it's just not comparable, I feel that I know a lot..." Personal interest extended knowledge about children's needs, diseases, and peculiarities of preparing methodical materials for work with children. Teachers' implemented solutions to problems helped students to understand how children's needs could be met.
