School administrators perceptions on efl pre-service teachers practicum

Abstract

Pre-service teaching practicum plays a fundamental role in the professional integration of new pre-service teachers, a process in which school principals are key figures, facilitating the administrative arrangements that allow aspiring professionals to perform their duties effectively. This research was conducted to explore school administrators' perceptions of English pre-service teachers’ practicum, focusing on areas for improvement. A qualitative methodology, specifically a phenomenological study, was selected to allow for a deeper analysis. Data collection involved interviewing six school administrators from private schools in the Santa Elena Province, Ecuador, that have partnership agreements with UPSE regarding these pre-service teachers’ practicum. Based on the results and the literature review, the insights provided by the school administrators offer essential suggestions for improving important aspects of these programs.