The formation of future teachers' professional competence necessarily goes through the development of teaching practices, which are defined and valued as activities that create opportunities to gain experience related to the profession. Every initial professional forming views work experience in real-life situations as an integral element of competence development and professional identity. Studies carried out in recent years in Albania by various institutions: MAS, IZHA etc., have highlighted the great role that teaching practices play, by valuing them as one of the most important elements in the initial teacher training, but on the other hand, teaching practice, as an integral part of the initial teacher training program, representing an important period in a teacher's professional development, has faced issues such as: • Lack of a framework for the competences of the new teacher to enable the alignment of the initial teacher training curricula in different IALs;• The lack of a regulatory and supervisory document for the practice and its evaluation;• The mentoring system is present very little throughout this important process;• Lack of links between different stages of teacher professional development: initial training, professional practice / internship, and continuous professional development (IZHA, 2016; Haxhiymeri E., Mita N., 2015).This study aims to highlight the importance of institutionalizing university-school relations to enable the qualitative improvement of teaching practices, as well as to provide recommendations on how to achieve this relationship based on the opinions and suggestions of the specialists of this field. The study was conducted through the Delphi method by contacting scholars, practice supervisors, mentors, directors and specialists of the education department, middle school principals as well as university students. The findings of the study emphasize the necessity of institutionalizing university-school relations by crossing their presentday stage and provide concrete suggestions on how to regulate these relationships.

中文翻译：

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将校校关系制度化以加强教学实践的作用

未来教师专业能力的形成必然要通过教学实践的发展，教学实践被定义和重视为创造机会获得与专业相关的经验的活动。每个最初的职业形成都将现实生活中的工作经验视为能力发展和职业认同的一个组成部分。近年来由各种机构在阿尔巴尼亚进行的研究：MAS、IZHA 等，强调了教学实践所发挥的重要作用，将其视为初始教师培训中最重要的要素之一，但另一方面，教学实践作为初始教师培训计划的一个组成部分，代表了教师专业发展的一个重要时期，面临以下问题：该研究是通过德尔菲法通过联系教育部门的学者、实践主管、导师、主任和专家、中学校长以及大学生进行的。研究结果强调通过跨越当今阶段将大学与学校关系制度化的必要性，并就如何规范这些关系提供具体建议。