Abstract For this TESOL Quarterly 60th anniversary special issue, we examine the journal's contributions to research on the TESOL practicum, synthesizing trends in theory, research, and practice. We identified 28 TESOL Quarterly articles published between 1967 and 2025 that have a specific focus on the practicum. We found three recurring conceptual lenses which frame practicum experiences—sociocultural theory, language teacher identity, and reflective practice. We found patterns in the research methods used that privilege qualitative inquiry and analyses of student‐teacher artifacts over direct observations of teaching. Common pedagogical practices for the practicum documented in these articles include supervised teaching, structured classroom observation (often video‐supported), guided reflection (e.g., journals/diaries), and portfolio‐based assessment. Student‐teacher mentorship and relationships with practicum supervisors were found to be critical to teacher learning and efficacy. We conclude by outlining future research and practice directions for designing responsive, high‐quality practica across diverse settings and modalities, including greater use of teaching video for feedback and research, more systematic investigation of practicum effectiveness, and attention to emerging technologies such as virtual simulations and AI‐supported tools.
Pu et al. (Mon,) studied this question.