Teacher learning in the workplace in pre-service teacher education in Portugal : potential and limits from a pre-service teacher perspective

Abstract

This chapter examines teacher learning in the workplace within the context of initial teacher education in Portugal under the new legal framework resulting from the implementation of the Bologna process. Drawing upon a broader piece of research, it focuses on student teachers’ perspectives on their learning and sense of preparedness to enter the teaching profession. Data was collected through questionnaires and written narratives. Findings suggest the importance of practicum as a key component of the curriculum of initial teacher education for developing professional knowledge and competencies. However, some critical issues emerged, such as the length of practicum, the quality of supervision, the support received and the lack of articulation amongst the different components of the curriculum. The chapter concludes with implications for teacher education and teacher educators in order to overcome the limitations of the model and enhance its potential.