PINE students’ perceptions of their pre-professional teaching practicum

Abstract

Pre-professional teaching practice is a central component of initial teacher training programs, as it allows future educators to connect the theory learned in the university classroom with real-world practice in the school context (Hendriwanto, 2021; Kim, 2020). In the Ecuadorian context, the National and Foreign Language Pedagogy (PINE) program requires students to complete professional practicums that strengthen their teaching skills, professional identity, and classroom management competencies, in accordance with current national regulations (CES, 2018). However, despite its importance, few studies explore how PINE students perceive the quality and effectiveness of their practicum, especially in areas such as mentoring, feedback, and reflection (Sahin, 2023; Santos & Luque, 2025). This study seeks to analyze PINE students' perceptions of the mentoring they receive, classroom challenges, and the extent to which the practicum contributes to their professional preparation. Based on Kolb’s Experiential Learning Theory (1984), Bandura’s Self-Efficacy Theory (1997), and Korthagen’s C-CUD model (2017), this study adopts a qualitative approach using semi-structured interviews. experiences.