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Abstract
This paper addresses two key, related issues in arrangements for teaching practice supervision. First, it examines the framework of teaching practice provision; that is, the triadic (student‐co‐operating teacher‐supervisor) partnership on which, with variations, teacher training institutions in Europe and elsewhere usually base their teaching practice arrangements. Second, it reviews the process of teaching practice, as experienced by the four participating groups (student‐teacher‐supervisor‐pupils).