Initial teacher education (ITE) is pivotal for preparing future teachers to navigate increasingly complex educational environments shaped by curriculum reforms, digital transformation, student diversity, and evolving professional expectations (Stevenson, 2023; Heinz, 2024; Darling-Hammond, 2017). Within this framework, the practicum constitutes a core component of teacher education, enabling situated learning, professional socialization, and the integration of theorethical knowledge with school-based practice  (Scorţescu et al., 2024; Flores, 2018; Zeichner, 2010). Research has consistently highlighted the importance of supervision, mentoring and school-university partnerships in supporting student teachers’ learning and professional development (Feiman-Nemser, 2001; Goldshaft, 2024; Ambrosetti et al., 2017). Nevertheless, the perspectives of those who directly accompany student teachers in their practicum contexts, namely supervisors and cooperating teachers, remain underexplored (Clarke et al., 2014; Puroila et al., 2021; Shaker, 2023). Giving visibility to these professional voices is essential to understanding how practicum models operate in practice and how they may be strengthened in response to contemporary educational challenges (Russel & Russel, 2011; Bjørndal et al., 2024).

This study examines supervisors’ and cooperating teachers’ perceptions of student teachers’ practicum experiences in Portugal, focusing on three dimensions: perceived learning experiences, challenges faced during the practicum, and suggestions for improvement. By foregrounding these perspectives, the study seeks to contribute for a more empirically grounded understanding of teacher education processes and to inform reflective discussion on curriculum design, supervision practices and institutional collaboration. The study is part of a broader PhD research project entitled “Teacher Education in times of change and the role of the practicum in building professional knowledge: a mixed-methods study”, funded by the Portuguese Foundation for Science and Technology and conducted in a Portuguese higher education institution. This project comprises a longitudinal study that follows six student teachers throughout their practicum year to examine the development of professional knowledge, competences and professional identity over time. This paper focuses specifically on the perspectives of the professionals who accompanied these students during their practicum.

A qualitative design was adopted, based on semi-structured interviews with five supervisors from the higher education institution and six cooperating teachers from placement schools. Participants supervised student teachers from different subjects’ areas, including History, Portuguese and Informatics. All participants provided informed consent. The interviews gathered biographical and professional information and explored participants’ views on students’ practicum experience, namely their preparation, the strengths and weaknesses, learning outcomes, challenges, and suggestions for practicum and ITE programme improvement. Data were analysed through qualitative content analysis, allowing the identification and organization of recurring themes across interviews and participant groups. For the purposes of this paper, analysis focused on three overarching dimensions: (i) learning experiences perceived by the supervisors and cooperating teachers; ii) challenges faced during the practicum; and (iii) suggestions for improvement.

By examining supervisors’ and cooperating teachers’ perspectives, this study contributes to a deeper understanding of how practicum experiences are enacted and interpreted in practice, highlighting convergences and tensions between institutional structures and school realities. The findings aim to inform curriculum development and decision-making in ITE, particularly in contexts undergoing curricular restructuring and policy reform such as Portugal, providing insights applicable to European and other educational similar systems.Moreover, the study offers insights that contributes to international discussions on teacher education, regarding teacher professionalization, practicum organization, the role of supervision and mentoring, and the alignment between university-based education and professional practice. As a part of an ongoing longitudinal study, this study will be complemented by further analyses integrating additional data and participant perspectives. A more systematic and in-depth examination of the full dataset will enable a deeper understanding of how practicum experiences contribute to the development of professional knowledge, competences and professional identity over time.

This study draws on data from an ongoing longitudinal study within the context of a PhD project conducted in a Portuguese higher education institution and funded by the Portuguese Foundation for Science and Technology. The PhD project investigates the practicum as a key component of ITE, examing its role in developing professional knowledge and skills, its different dimensions, and well as its articulation with other curriculum components. This paper focuses on the perspectives of supervisors and cooperating teachers who directly accompanied these student teachers and adopts a qualitative research design. The sample comprises eleven participants: five supervisors from the higher education institution and six cooperating teachers from placement schools. All participants were directly involved in supervising and mentoring student teachers during their practicum year. One supervisor accompanied two student teachers involved in the study. Supervisors were aged between 50 and 63, while cooperating teachers ranged from 50 to 60 years of age. Participants represented different disciplinary areas -namely History, Informatics and Portuguese-, and worked with student teachers enrolled in the corresponding subject areas. Participation was voluntary, and all participants provided informed consent in accordance with established ethical research procedures. Data were collected through semi-structured interviews. An interview guide was designed to ensure consistency across participants while allowing flexibility to explore experiences and perceptions in depth. The interviews included biographical and professional information and focused on participants’ views regarding: (i) student teachers’ preparation for practicum; (ii) positive and negative aspects of the practicum; (iii) learning experiences observed during the practicum; (iv) challenges and constraints encountered; and (v) suggestions for improving the practicum and the ITE programme. All interviews were audio-recorded and transcribed verbatim. Data analysis followed qualitative content analysis procedures. Transcripts were repeatedly reviewed to ensure familiarization with the data and to identify meaningful units of analys. An inductive coding process was conducted, allowing categories to emerge from the data while being informed by the research aims. Codes were progressively refined and grouped into broader thematic categories through constant comparison across interviews and between the two participant groups (supervisors and cooperating teachers). For the purposes of this paper, analysis focused on three ovearching themes: learning experiences, challenges faced and suggestions for improvement. The aim was to identify recurring patterns and convergences rather than individual cases, ensuring that findings reflect shared perspectives across participants, enhancing their credibility and transferability.

Findings highlight the centrality of the practicum in student teachers’ professional learning, as perceived by both groups. Participants emphasized the integration of scientific and pedagogical knowledge in real teaching contexts as a key learning outcome, including the application of differentiated pedagogical strategies, curriculum management, and development of instructional and assessment tools. Cooperating teachers acknowledge that practice fosters progress in pedagogical decision-making, classroom management, confidence, student interaction, and responsiveness to diversity. Both groups underscored the value of situated learning through observing experienced teachers, collaborative lesson planning, and continuous feedback. They also noted that practicum consolidates subject-matter knowledge and understanding of school organizational and bureaucratic dynamics, providing a privileged space to build personal and professional identity and understand the complexity of teaching. Regarding challenges, limited time in schools emerged as a cross-cutting major constraint.Cooperating teachers and supervisors also highlighted the pressure of university assignments, weak connections between theory and classroom demands, gaps in scientific-content knowledge, and difficulties translating content into effective learning activities.Supervisors additionally reported insufficient research preparation. Other challenges include limited contact with university supervisors, classroom management difficulties, the dual role of student teachers, and misaligned school and university schedules. Both groups recommended increasing school time and opportunities for gradual assumption of teaching responsibilities, including assignment of their own class, to foster autonomy and deeper engagement. Strengthening institutional recognition and working conditions for both groups, including time allocation, was emphasized. Remuneration for student teachers was suggested to allow full dedication.Cooperating teachers stressed making research more relevant and manageable, while supervisors recommended more instruction on research. Overall, the findings support the need to strengthen the triadic relationship between student teachers, school, and university, promoting a more integrated practicum. Identifying areas for improvement offers insights for aligning ITE with student teachers’ needs and professional demands,while further longitudinal analysis may inform ongoing improvement efforts.

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