Students' perceptions of Education Degrees regarding external academic placements: a qualitative study

Abstract

External teaching practicum constitutes a fundamental stage in the preparation of future teachers. The objectives of this study are: (1) to analyze pre-service teachers’ perceptions of their initial preparedness to undertake the practicum period and the teaching competences acquired during this formative experience; (2) to examine the role of academic and school mentors, as well as the actions perceived as most effective for the development of teaching competences; and (3) to explore the influence of the practicum on the construction of future teachers’ professional identity, considering potential mismatches between expectations and reality, as well as the impact of the practicum on their self-perceived competence and motivation towards teaching. A qualitative study was conducted through interviews with 12 university students enrolled in teacher education programs. The findings indicate that, although participants did not feel sufficiently prepared at the outset, during the practicum they perceived themselves as having developed key competences related to their future teaching role. The role of the school mentor emerged as essential, with adequate guidance and feedback highlighted as necessary. The extent to which expectations were met varied according to context. Although the practicum reinforced motivation and enhanced self-perceptions of competence, further training is deemed necessary to confidently undertake the teaching profession.