Competence development of pre-service teachers during Practicum: a qualitative study from the perspective of its protagonists

Abstract The Practicum plays a crucial role in developing competences during initial teacher training and remains a persistent focus of interest to both researchers and university institutions. This study aimed to comprehensively explore the concerns and support mechanisms related to the performance and competency development of Early Childhood Education and Primary Education student teachers during their Practicum at a university institution. A qualitative methodology was employed, gathering data through 33 interviews, 5 focus groups, 22 life stories, and 7 internship reports involving 95 participants engaged in the Practicum. Participants included students, recent graduates, university supervisors, school mentors, school principals, educational inspectors, and parents. The data were analysed using Atlas.ti software. The findings showed that the main areas of both competency development and concern focused on classroom management, as well as addressing diversity and the individualisation of teaching. The effective performance of student teachers during the Practicum was facilitated by the implementation of innovative methodologies and the use of diverse educational resources. The study discusses the implications of these findings for the design and improvement of Practicum experiences and the training of future Early Childhood Education and Primary Education teachers.