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This paper aims to explore the perceptions of preservice teachers regarding their learning during the teaching practicum (TP) period in the context of the pandemic. Specifically, the objectives of this study are to analyze the difficulties and the learning consequences perceived by student teachers and also to identify proposals with which to improve the initial teacher education (ITE) during the TP period in times of uncertainty and crisis.

This study used a mixed-methods approach. The participants consisted of 89 preservice teachers (student teachers). An online questionnaire was used to collect data during January 2022 in two rounds. The data analysis was carried out from an integrative perspective and used both a descriptive approach and the content analysis of the participants’ narratives.

The results show the differences, adjustments and adaptations that have had to be implemented in schools as a whole. The findings also highlight the difficulties that the pandemic context has caused for the TP period in schools and the relevant implications that it has had on ITE during these past two academic years.

This research is relevant for a better understanding of the challenges faced during the pandemic in the field of early childhood and primary education. More specifically, this paper gives important clues to higher education institutions on how to carry out TP, especially in times of uncertainty and crisis.

Recent decades have witnessed increasing interest worldwide in educational quality. Many international organisations and national education systems have conducted studies on the meaning of quality, the various ways in which it can be measured and the factors that promote it as a basis for designing education reforms and rendering good practices visible. In this chapter, the authors explore conceptual perspectives on educational quality that are informed by various pedagogical approaches and examine the initiatives implemented in Spain to improve educational quality in non-university contexts, analysing education legislation over the past 30 years. The authors also propose basic elements or strategies that the authors believe would further promote educational quality in non-university settings in Spain and elsewhere. These proposals revolve around the educational project, teacher training and professional development, diversity and inclusion in education and community leadership.