Interactions between actors, spaces, and approaches in the practicum of trainee secondary teachers

The teaching practicum of trainee secondary-school teachers involves tensions arising from complex interactions among university tutors, school mentors, and trainees, as well as from the relationship between theory and practice. This qualitative study, conducted in Catalonia, Spain, examines factors facilitating and constraining support and guidance during the practicum of a Master’s Degree in Secondary Teacher Education. Data were collected through nine focus groups involving 73 participants from two Catalan universities and ten secondary schools in the Barcelona metropolitan area, including 35 trainee teachers, 20 school mentors, and 18 university tutors. The findings identify three interrelated dimensions shaping the educational potential of the practicum: the actors involved, learning spaces, and approaches and conditions that foster the development of professional competencies. These findings highlight the need to strengthen coordination among actors, articulate theory and practice, and promote educational processes that support the development of professional teaching identity and ongoing professional development.