Problematising Practicum Relationships: Questioning the ‘Taken for Granted’

Abstract

We position teaching as a complex, creative profession and have an expectation that practicum should support the reflexive, possibility-thinking and risk-taking creative endeavours of the beginning teacher. This paper reports on a series of studies that explored shared understandings and effectiveness of relationships and roles of practicum partners. Although we found there is considerable good intent within the practicum, the situation has been shown to be less than ideal for all members of the partnership. Rather than providing solutions to this situation, we raise issues for teacher educators to consider carefully in relation to practicum relationships.