The IIIqjor purpose o.lthis study is to develop an understanding on how the ongoing practicw17rni . perceived ond practiced hy teacher educators and the trainees who are the chief agents ofrntlie ill/p/ell/entotion process. I fence. u descriptive case study was used 10 gel an access 10 fuLlyrnconceptualize the phenolllenon under investigation Fom the research participants 'rnperspective. Besides, ten teacher educalors (mentors and tutors),jive from each and eightrnl'andidates from 2/1d and 3/'d year trainees, four from each were included in the study. As arnresul/, il/cluding ol/e proctiCUII/ unit coordinator, a total 0.( 19 purposefully selected; and 'wellrn- informed, participan/s were involved. The study also employed direct observCltion,interviewrnClnd docl/ment review to secure sufficient and pertinent data collection. Moreover, interpretivernanalysis was predominantly used together with the reflective analysis to interpret the daw.rnLastly, conclusions and the implication o.(the stuc0' were drm117 on the basis ofthejindings. Inrnthis regard, the .findings 0/ this research portrayed that in spite 0/ its inherent limitationsrnassociated with implelllentation process, practicum is 0/ paramount importance. However anrnilltegmted and dependable par/nership/ collaboratioll among the involved parties was not yetrnestablished In addition, there seems to be inadeq1late conceptualization of the essence o/thernprac/icwlI par/icularly the con/inuous assessment. It is hoped that the trainees }I'ill develop thernCll1ticipa/ed pro/essional cOlllpe/ence through /heir reflection on their petformances.rnRegardillg this, hOlt'ever, the overall learning contex/ is less supportive to the premises of/hernprac/ iculm