Inquiry-based professional learning in the practicum: Potential and shortcomings

The paper presents a study conducted at the authors' institution to evaluate potential and shortcomings of an inquiry-based practicum model in post-Bologna initial teacher education master programs. Data was collected through survey questionnaires participants analysis student teachers' reports. Results show that participants' views (perceived quality) evidence from reports (inferred are globally aligned with model's rationale (intended quality). promotes inquiry competences, multifaceted professional knowledge, transformative vision education. Shortcomings constraints discussed, future directions for enhancing it presented.