Perceptions of practicum actors in the primary teacher education practicum program

This study looked at the perceptions of three practicum actors (prospective teachers, placement school teachers (mentors), and teacher educators (tutors) primary education program Amhara Region, Ethiopia. To that end, a mixed methods approach with concurrent design was utilized. The quantitative data were collected from randomly selected 799 participants (290 prospective 252 257 educators) using survey questionnaire; while qualitative garnered interviews focus group discussions 60 actors. analyzed quantitatively mean, standard deviation, one sample t-test, one-way ANOVA qualitatively descriptions narrations. findings revealed although teaching is supposed to be an imperative aspect learning instrumental putting theories into practice, overall perception lower than expected level. By far, student teachers’ level understanding basic assumptions in line reflective practitioner model minimal. Knowledge still considered as transferring students, receiving, process knowledge. Hence, continuous awareness creation on its core values required. Besides, there should structure formed carefully experts lead through strong school-college link collaborative work hosting schools colleges.