Professional learning and mentoring in the context of online practicum
findings from the PRAC3 project
Keywords:
Practicum. Teacher education. Online teachingAbstract
Student teachers often describe the practicum as the most significant part of their teacher education programmes. However, during the COVID-19 pandemic practicum experiences have been curtailed and in many contexts virtual mentoring and remote teaching were implemented. This paper draws from a wider international project - PRAC3- which explores online teaching resources for the practicum context. Data were collected with Portuguese student teachers (n=70) and mentors (n=39). Findings suggest that the participants are aligned with a practical approach according to which students are the focus of the learning process and teachers should apply active methodologies. Mentors usually perform a “partner” role and ICT are highly valued and used both by mentors and student teachers.
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