The purpose of this study is to explore and compare the views of supervising teachers and student teachers on the preparedness of teachers for their roles and on the importance of the various components of teaching practice for students’ professional development. The research also focuses on the preferences in terms of support from teaching practice practitioners. The data collection method was an author questionnaire. The questionnaire included scaled, closed, semi-closed and open-ended questions. Cronbach's alpha coefficient was used to evaluate the reliability of the scaled items of the research instrument, which reached α = 0.798, indicating a reliable measurement. The data obtained were processed using the statistical program JASP. The research sample consisted of teacher education students (n = 88) and supervising teachers (n = 28) and the selection was deliberate. The results show that there are statistically significant differences between teachers and students in their views on the preparedness of supervising teachers for their roles. Supervising teachers rated their preparedness significantly more favorably than students. Significant differences were also found in the importance attributed to the various components of teaching practice in the professional development of students as future teachers. Supervising teachers attached more importance to direct observation of the educational process and methodological analysis of observed lessons than did students. It was also found that there is a significant difference between students and teachers in the preferred form of support provided by practicum methodologists. Compared to students, teachers significantly preferred email communication as the preferred form of support from methodologists.