Abstract
The practicum is essential in forming a future cadre of K-12 teachers. This study explores experiences of two separate cohorts of students seeking qualified teacher status on teacher education programmes in three Turkish universities. The theoretical framework, using Langdon et al.’s (2012) 12 principles, connects delivery level concerns to systemic issues. Mixed methods gather trainee perceptions of practicum learning, mentoring and school support. School experiences were the least fulfilling; qualitative data evidence a variable picture in the provision of fit-for-purpose mentoring and school support. Findings argue for incentivising practicum delivery by linking macro-level providers - policy hubs, universities and schools - to school-based practicum needs.
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