| Abstract: | The paper gives the results of several years of experience in organizing and assessing practical experience programmes in teacher education and training. It deals with two main questions referring to practical experience: a. how does it contribute to training? How much of the planned profile of future teachers can be achieved through practical experience?, and b. how should the practicum be organized to be considered effective? Not any school experience is appropriate to train teachers. Specific organizational and managing conditions are needed in order to let practicum become a “strong‐training‐effective‐experience”. |
