Is the Practicum an efficient process for the development of competences of future teachers? An approach from the perspective of professional socialisation

• The Practicum was valued with an applicationist vision, highlighting its practical value. • There was a demand for a closer relationship between university and school tutors. • The school tutor was considered to be the point of reference for training and socialisation. • The impulse of belonging and autonomy were positive socialising strategies. The Practicum represents a pivotal stage in the development of future teachers' competences, which are shaped by a multitude of factors, including professional socialisation. The objective of this study was to evaluate the efficacy of the Practicum in training Early Childhood Education (3–6 years) and Primary Education (6–12 years) teachers at a university institution, with specific consideration of the impact of professional socialisation. A qualitative methodology was employed. A total of 95 participants (students, graduates, tutors, and other relevant individuals) participated in a range of data collection activities, including 33 interviews, 5 discussion groups, 22 life stories, and 7 memories/practice diaries. The data were subjected to qualitative processing using the Atlas.ti software. The results demonstrated a favourable evaluation of the Practicum, underscoring the significance of the relationship with the school tutor. Effective strategies were identified, including fostering a sense of belonging and transferring trust and autonomy. However, there was a perceived need for enhanced coordination between tutors.