This case study explores the role of the practicum in shaping the contextual knowledge and teaching competence of pre-service English language teachers. Through a four-week school-based practicum, student-teachers engaged in reflective journals and follow-up interviews to articulate their learning. Using Braun and Clarke’s (2006) thematic analysis approach and guided by Johnson and Golombek’s (2016) concept framework of everyday, academic, and true concepts, this research reveals how the practicum facilitates the development of situated teaching knowledge. The findings suggest that practicum serves as a unique space where theoretical knowledge is contextualized through experience, reflection, and dialogue, leading to professional growth. The article concludes with recommendations for enhancing the impact of practicum in teacher education programs. 

Pre-service teacher education, practicum, contextual knowledge

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