<![CDATA[This research aims to examine the function of Teaching Practicum (PPL) as a "Pedagogical Laboratory" in constructing the pedagogical competencies of pre-service teachers at SMK Swasta GKPI 1 Pematangsiantar. Employing a qualitative approach with a case study design, this study highlights the dialectic between educational theory and the realities of vocational schools during the practicum process. Data were gathered through participant observation, in-depth interviews, and analysis of instructional design documents. The results indicate that the practicum serves as an arena for habitus negotiation, where students do not merely apply theories but engage in "pedagogical textualization" by developing instructional devices responsive to the students' context. The independent teaching phase acts as a stage for autonomy, testing the students' ability to innovate within dynamic classroom environments. Furthermore, this research identifies the importance of aligning administrative accountability with the depth of professional reflection to overcome procedural formalities. The study concludes that the teaching practicum holds transformative potential when designed as an intellectual-reflective process that integrates systematic administration with authentic pedagogical development.]]>
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