Field‐based experience is an integral component of many pre-service professional preparation programmes. In these
practicum placements, students are paired with a mentor who
is usually an experienced practitioner. While placements are
regarded as a highly significant contributor to the overall
programme, research suggests that student experience and the
resultant learning can be varied. Sanders’ 2008 doctoral
research focused on the use of intentional interventions within practicum experiences in initial primary teacher training as a means of enriching learning dialogue, which is when the conversation between a supervisor/mentor and learner is characterised by genuine professional co‐enquiry. This study takes that work and extends it into degree programmes preparing students for early childhood education and for counselling.