Pre-Service Teachers’ Perceptions On Their Practicum In School

Abstract

Embracing the idea that practice is essential for teacher training, this study aims to present and analyse the perceptions of 127 pre-service teachers on their first semester of practicum in lower-secondary urban schools. All participants were enrolled in a teacher education program at a university in Romania in the 2017-2018 academic year and came from a broad range of disciplines. The data were collected using a questionnaire with open-ended questions, filled in at the end of practicum. The participants’ reflections on the more and the less successful aspects of their practicum experience are analysed and discussed. More positive aspects of the practicum were recorded than negative ones. The pre-service teachers responses reflected various aspects related to themselves, pupils, school, mentors, university supervisors, teaching profession, mirroring a profound understanding of the practicum and its importance for their professional development. The pre-service teachers also provided 156 suggestions for developing a successful practicum, which are relevant to all participating in the preparation and operation of the practicum: the university teacher educators, mentors in schools, school principals. Their suggestions reinforce the evidence that university courses and practicum in schools should be approached and improved side by side. Based on the knowledge provided by pre-service teachers reflections, the support for their professional development can be optimized.