Abstract
The purpose of the study was to explore; how much the teacher educators give importance to different practices,
processes, and regulations of practicum?, what are the communication and coordination issues among the practicum
participants?, what are the participants' perceptions about the value for practicum in teacher education programmes?, and
to identify participants' discernment about their own and each others' roles and expectations. Descriptive survey was used
to investigate the problem. From six campuses of the University of Education (UE), 59 teacher educators were selected
randomly. All the processes, practices, and regulations of practicum were regarded important giving the highest rank to
written communication followed by collaborative practices and the lowest to duration of practicum. The participants gave
due importance to practicum while they were unclear about each others' roles during practicum. Overall they expressed
dissatisfaction for the current model of practicum.
Syed Manzar -Abbas, Lijie Lu. (2015) The Practicum Status in UE Campuses during B.Ed. Programme: TEs' Perceptions, Journal of Research and Reflections in Education, Volume 9, Issue 1.
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