Akademik Veri Yönetim Sistemi
Başkent University Journal of Education, cilt.12, ss.233-252, 2025 (TRDizin)
This study aims to examine, from a multidimensional perspective, how practicum experiences contribute to the professional development of pre-service special education teachers. Adopting a qualitative research design, the study is based on the perspectives of teacher candidates, mentor teachers, school administrators, and faculty members involved in the practicum process at special education schools affiliated with the Turkish Ministry of National Education in Ankara. Data were collected through semi-structured interviews and analyzed using content analysis. The findings reveal that practicum plays a critical role not only in the development of technical skills, but also in fostering advanced professional competencies such as classroom management, addressing challenging behaviors, developing individualized education plans, and communicating with parents. However, structural shortcomings, lack of institutional coordination, and collaboration issues among stakeholders limit the effectiveness of the practicum process. The professional competence of mentor teachers and the level of involvement of faculty members significantly influence the benefits teacher candidates gain from the practicum experience. The results underscore the need to restructure the practicum not only at the individual level, but also at the institutional level, and offer concrete recommendations to enhance its scope, duration, and content.