Theory and Practice in Initial Teacher Education: A Multi-Level Model from Pegaso University

Teacher education represents a global strategic priority for improving educational systems and fostering inclusive, high-quality processes. Recent studies highlight the need for systematic and replicable education models capable of addressing the challenges of contemporary complexity and bridging the gap between theory and practice. Teaching professionalism is increasingly recognized as a key driver of change, requiring a balance of pedagogical, relational, and technological competences, along with strong reflective capacity. Within this framework, practicum programs play a crucial role for the development of professional identity and authentic teaching skills. Methods: This contribution adopts a theoretical–argumentative approach grounded in a critical analysis of the international scientific literature on teacher education, with specific focus on the role of practicums. The aim is to present the model implemented by Pegaso University in the context of practicum activities within initial teacher education programs to outline an interpretative framework and provide pedagogical reflections in light of the results arising from critical reflection and systematic monitoring (not covered in this specific contribution) of the effectiveness of the model implemented in the first two training cycles (academic years 23–24 and 24–25), with the involvement of 5 regions and a total of 2834 teachers in the first cycle and 10 regions and a total of 5551 teachers in the second cycle. Convenience sampling based on a non-probabilistic method was adopted, using the entire sample of teachers admitted to the training program who met the requirements of Article 7 of the Decree of the President of the Council of Ministers (DPCM). Results: This paper outlines the theoretical and methodological trajectories of the model, offering interpretative frameworks and pedagogical reflections in light of the outcomes achieved during the initial implementation phase. Conclusions: In accordance with recent national and European regulatory frameworks, the Pegaso teaching model is presented as an example of good practice for initial teacher education. It aims to foster a reflective, situated, and responsible teaching professionalism, moving beyond traditional approaches toward a continuous and transformative learning process.