Аннотация:ABSTRACT The authors focused on the teaching practice experiences of 224 student teachers. Participants' viewpoint was assessed using the Inventory of Experiences and Perceptions of the Teaching Practice (Caires & Almeida, 2001 Caires, S. 2001. Vivências e percepções do estágio no Ensino Superior [Experiences and perceptions of practicum in Higher Education], Braga, , Portugal: Universidade do Minho, Grupo de Missão para a Qualidade do Ensino/Aprendizagem—Apontamentos U.M.. [Google Scholar]) at the beginning and the end of the practice year. The authors examined changes in their perceptions and the effect of personal and contextual variables on the students' experiences. Special attention was given to students' socioemotional adjustment and its predictors. Results show growing levels of adaptation and satisfaction, and the influence of gender, graduate course background, 4th-year grade, and school setting on their experiences. School resources and acceptance, supervisor's guidance and support, and the feeling of vocational fulfillment were identified as determinant factors of students' socioemotional adjustment. Based on some of the most significant findings of the present study, the authors reflect on some implications for future intervention and research.
