Developing Effective Practicum for Elementary Teacher Preparation: Insights from UNL’s Approach

Objectives The purpose of this study was to explore effective practicum models for elementary teacher preparation, with a focus on the practicum program at the University of Nebraska-Lincoln (UNL). Methods This study utilized a qualitative case study methodology. Data were collected through desk research and semi-structured interviews with university faculty members, one preservice teacher, and one practicum supervisor. The collected data were analyzed thematically, focusing on identifying the strengths, effectiveness, and significance of the UNL practicum program. Results The UNL practicum program excels in preparing elementary teachers through its collaborative and flexible design. First, preservice teachers receive comprehensive support from a wide network of university faculty, instructors, supervisors, mentor teachers, and field experience coordinators, who work together to guide and mentor them. Second, the program is designed to be responsive and adaptable, reflecting the needs of both schools and preservice teachers, as well as broader societal shifts. Conclusions The study highlights the central role of the teaching practicum in elementary teacher education and emphasizes the need for stronger connections between coursework and field experiences. Key recommendations include building a collaborative support system among faculty, mentor teachers, and supervisors; redefining mentor teachers’ roles; expanding practicum settings; integrating regional characteristics; and structuring courses into thematic blocks. These suggestions aim to strengthen preservice training and better prepare future educators for diverse and evolving classrooms.