Vol. 7, Issue 2, Part A (2025)

This case study looked into a social studies teacher education. It sought to answer the perspectives on the influence of coursework to preparing to teach, on mentoring during practicum, and the opportunities for guided practice in learning to teach.
The qualitative study used individual interviews with a university-based supervisor, cooperating teachers and pre-service teachers to gather their perspectives and experiences on coursework and field experiences or practicum. Observations and document analysis supplemented the data.
The study showed the participants' perspectives on the influence of coursework especially knowledge on subject matter, pedagogy, and learners. Learning to teach takes form through directed inquiry, observations, and guided practice. Opportunities for learning to teach requires collaboration, coherence in experiences, and varied learning contexts.