The article examines the views trainee teachers on a Postgraduate Diploma in Education Course have about their Supervised Teaching Practice (STP). Data obtained through quantitative and qualitative methods revealed that in general the trainees held a positive view of the STP. A closer examination indicated some differences between novice and experienced trainees in their perception of the role of the STP and its impact on their teaching and learning. Experienced trainees tended to evaluate the STP from a pedagogical perspective, perceiving it as a valuable mechanism for facilitating their teaching. But novice trainees tended to be more concerned with the contextual and technical aspects of the STP being less ready to contemplate its impact on their teaching. Results suggested that trainees' years of teaching experience is an important factor to be considered when conducting the STP. Implications are drawn about the role of the supervisor in helping novice trainees overcome their concerns associated with the early stages of professional development; clarifying the role of the supervisor; the need for involving a school mentor in the STP, and strengthening the existing school-university partnership in teacher education.
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