High-quality practicum – according to teacher education students on their practicum at partnership schools

Abstract

ABSTRACT This article explores how teacher education students perceive high-quality practicum. Data were collected through group interviews with students while in practicum at partnership schools and analysed thematically within the context of qualification, socialisation, and subjectification as goals of education. The findings show that students perceive high-quality practicum as inclusive, qualifying, and facilitative for developing professional teacher identity. Furthermore, the findings show that students experience a considerable difference in quality between practicum at partnership schools and other schools. A practicum that maintains high quality can be outlined by building on experiences from practicum at partnership schools.