Exploring Student Teachers’ Experiences during the Practicum from a Triad Perspective in Qatar

Abstract

Objectives: This study aimed to explore student teachers’ experiences during the practicum in the State of Qatar from an integrative perspective that includes the three parties of the professional relationship: the student teacher, the cooperating teacher, and the university supervisor. The study focused on the nature of support, patterns of cooperation and communication, challenges encountered, and proposed mechanisms for improving the practicum experience.

Methods: A qualitative approach was adopted, using semi-structured individual interviews as the main data collection tool. The purposive sample consisted of (19) participants, distributed as follows: five university supervisors, seven cooperating teachers, and seven student teachers. The data were analyzed using thematic analysis to identify the main themes related to the study’s research questions.

Results: The findings indicated that the support provided by cooperating teachers was characterized by daily practical classroom-based practices, including modeling, direct follow-up, immediate intervention, and applied feedback. In contrast, university supervisors’ support was more analytical and guidance-oriented, focusing on lesson planning and linking practice to theoretical frameworks and assessment criteria. The results also showed that the quality of the practicum improves when cooperation between the two parties is consistent and well-coordinated, whereas weak coordination or conflicting guidance leads to confusion among student teachers and reduces the effectiveness of support.

Conclusion: The study concluded that strengthening institutional partnerships between universities and schools, clarifying roles, aligning assessment tools, providing supervisory preparation for cooperating teachers, and reviewing practicum requirements are essential to support reflective learning and the professional growth of student teachers.