Abstract
This paper reports a four year study which investigated the final year practicum for a group of third year student teachers enrolled in a Bachelor of Teaching programme. The aim was to find out more about what happens during 'prac. teaching' or 'practicum' experiences, from the perspectives of the student teachers and their cooperating teachers and to see how learning opportunities could be maximised. The paper emphasises the notion of the practicum as a learning journey and raises questions about whose journey it is. It is argued that in order for the practicum to realise its potential as a significant learning experience for tomorrow's teachers, changes need to be made to the practicum, based on the notions of empowerment, collaboration and reflection. These changes are discussed in the paper.
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