Abstract
This study examines how mentor teachers and student teachers negotiate expectations during the English as a Foreign Language (EFL) teaching practicum in Indonesian secondary schools. Adopting a qualitative design, data were collected from twelve mentor teachers and twelve student teachers through semi-structured interviews and classroom observations conducted during the practicum period. The data were analysed using thematic analysis, involving initial coding, theme development, and refinement. To ensure trustworthiness, member checking was employed. The findings reveal both alignment and divergence in expectations. Mentor teachers and student teachers shared expectations regarding professional responsibility, lesson preparation, classroom management, and active participation in school life, indicating a common understanding of the practicum as preparation for authentic teaching practice. However, significant divergence emerged in how mentoring support was conceptualized. Mentor teachers primarily emphasized observable teaching competence, independence, and adaptation to school routine, whereas student teachers expected mentoring to involve ongoing dialogue, constructive feedback, emotional support, collaborative problem solving and opportunities for professional learning. This study argues that the central challenge in EFL practicum mentoring is not the absence of support but the limited visibility and negotiation of expectations. It highlights the need for more dialogic mentoring practices, structured expectation and sustained reflective dialogue to foster mutual understanding and enhance the quality of practicum experiences.