Bearing in mind that the school contexts are dynamic, teaching and learning practices should be dynamic too. This means, understanding teaching from what Giroux (1998) has named “a form of cultural politics…that takes seriously relations of race, class, gender and power in the production and legitimation of meaning and experience (p. xii). Therefore, there is a situated need to reconceptualise what the teaching practicum or the pedagogical experience should entail in language teacher education programs in the local context, what the school contexts expect from them, what cooperating teachers and mentors consider relevant in their process of accompanying them and how to go beyond the hegemonic practices (new educational policies reforms, MEN, -2016), that are often focused on a very...