Abstract

This study presents the results from an analysis of the conditions of the practicum for primary and secondary prospective teachers in relationship with the types of classroom management in which they developed the practicum activities and the modalities of support offered by ten of the institutions which educate teachers in Chile. The results describe these participants' expectations for faculty support; contrasting them with the types of support they reported having received. Based on these findings, it was concluded that there were variations in terms of how the fieldwork was monitored by the universities, the interactions between faculty members and students, and the types of activities realized to develop teaching competencies, starting from the field-based teacher preparation.