ABSTRACT
Research literature suggests that the pre-service practicum is not only the most memorable part of pre-service teacher education, but also the most critical in terms of the formation of professional identity (Clift and Brady, 2005). Tabachnick and Zeichner (1999) have suggested that practicum experiences often have a greater influence than methods courses on the development of teacher candidates’ professional knowledge. The relationship between associate teachers and teacher candidates is of paramount importance from a pedagogical perspective. Tobin, Roth, and Zimmerman (2001) reported that this relationship is complex and multi-layered. My own experiences as a teacher candidate confirm that the practicum plays a critical role in learning to teach.
