Teaching practicum for primary teacher education students during the COVID-19 pandemic

  • Irena Hergan University of Ljubljana, Slovenia
  • Mojca Pečar University of Ljubljana, Slovenia
Keywords: pre-service teacher education, student teachers, distance teaching practicum, COVID-19, professional development


The paper presents results of the research on pre-service student teachers’ assessment of the usefulness of their distance teaching practicum during COVID-19 for their professional development. The sample included 238 student teachers in the 3rd and 4th years of the bachelor’s degree programme as well as those in the master’s degree programme at the Faculty of Education, University of Ljubljana. The students answered the online questionnaire after completing their teaching practicum in spring 2020. The results show that the majority of the students spent more than half of their time during the teaching practicum preparing various teaching materials for the pupils. About a fifth of the students provided individual help to pupils, while only a small share of them conducted their lessons via videoconferencing. The 3rd year students rated the usefulness of preparing teaching materials and the overall usefulness of the distance teaching practicum statistically significantly lower than their senior colleagues. Whether the teaching practicum is implemented in an online environment or “live”, it is important to insist that student teachers assist their pupils in all phases of the teaching process and adapt it to their individual characteristics and needs to the greatest extent possible.

Received: 3 December 2021
Accepted: 7 November 2022


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Author Biographies

Irena Hergan, University of Ljubljana, Slovenia

Assistant Professor of Social Studies in Education at the University of Ljubljana, Slovenia. Her research interests are geography for primary education, outdoor education, didactics of social studies and teaching practicum. She is the author of several children’s textbooks, workbooks and teachers’ manuals on the environment in the first three years of school.

Mojca Pečar, University of Ljubljana, Slovenia

Teaching Assistant of Social Studies at the University of Ljubljana, Slovenia. Her research interests include reflection on teaching practicum for prospective primary school teachers, partnership with mentors for teaching practicum, didactics of social studies and differentiated instruction. She is also the author of textbooks for children in the first three years of school.


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How to Cite
Hergan, Irena, and Mojca Pečar. 2022. “Teaching Practicum for Primary Teacher Education Students During the COVID-19 Pandemic”. Tuning Journal for Higher Education 10 (1), 373-402. https://doi.org/10.18543/tjhe.2278.