A supervised practical experience of on-the-job training forms an essential part of the pre-service preparation of professionals across disciplines. This article reports results from a recent study examining the views of 234 teacher candidates regarding the most negative aspects of their experiences in the 16-week extended-practicum. Four broad themes reflected the post-interns’ responses on the negative elements: (a) individual personal/professional challenges, (b) site-based interpersonal concerns, (c) university- related policy/procedural problems, and (d) practicum-office difficulties. Implications are discussed for the practicum leaders of this program and those from other institutions interested in preventing or reducing such limitations from hampering the effectiveness of their respective practice-based programs.



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This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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