Abstract
The purpose of this study is to explore the actual conditions of school field practicum recognized by secondary school preservice teachers and to suggest effective directions. Therefore, this study collected data from pre-service teachers enrolled in the Department of Education at University A located in the metropolitan area. In addition, this study explored the practice process, practice type, and practice support system in the practice school, and also explored the method of effective secondary school field practicum. Suggestions based on the results of this study are as follows. First, even in an emergency such as COVID-19, the period of secondary school field practicum should not be reduced, but should be maintained. Second, the practice school should establish a systematic practice plan that organically connects 'preparatory education-main practice-post evaluation'. Third, universities, which are secondary teacher education institutions, should reinforce their own pre-training. Considering that school field practicum in front-line practice schools is not systematic and takes place in a short period of time, it is necessary to prepare and operate a practice program on its own. In this study, implications for activating school field practicum in secondary teacher training institutions in a desirable direction were presented.
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