The focus of this paper is the importance student teachers attribute to the practical experience of their teacher education program, the practicum.
The experiences in the practicum company determine the remainder of the educational programme.
School principals were perceived not to be supportive of student teachers during the practicum.
Institutional-based supervisors of the practicum were perceived by student teachers to provide the strongest support, alongside peers and schoolbased mentors.
One approach would be to develop an elective practicum on the lawmaking process, including both legislative and administrative law components.
Students also continue throughout the semester to participate in one or two activities from their first rotation, lending some continuity to the practicum experience.
The existing educational logic mandates that the school determines the content and process of learning, rather than the student, practicum company and supervisor.
A professional development focus for the language teaching practicum.
