Abstract:
The purpose of this study was to examine the student-teaching practicum as an
opportunity for professional growth for associate-teachers. Three associate-teachers from
one school board in southern Ontario were purposefully selected to participate in the
study. Participants were interviewed before and after one 4-week teaching practicum.
They were asked to keep a reflective journal during the practicum, and provided with
questions to guide their reflection.
The literature suggests that meaningful professional development is contextual
and requires reflection on practice. For example, Schon's (l987b) hall of mirrors
phenomenon occurs when teachers reflect on their own practice while observing and
guiding the practice of others. Findings from this study suggest the teaching practicum
has the potential to be a valuable professional development opportunity for associateteachers,
but that the university and the school board affiliated with the participants do
not conceptualize it as such. As well, the research suggests that although all participants
found the teaching practicum valuable, the extent to which they were able to grow
professionally depended on their professional personality. In addition, it was found that
the reflective journal enhanced opportunities for associate teacher reflection. This
research suggests that universities and school boards may wish to consider the studentteacher
practicum as a professional development opportunity.
