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The research literature indicates lack of clarity and agreement about the role of 'associate teachers'-teachers who supervise teacher education students during their practicum. This study of a group of associate teachers revealed that they found their role satisfying and gave student teachers a considerable amount of support, feedback and direction. However, they often seemed to be rather 'tough' on the student teachers, limiting their freedom to innovate, giving them a very heavy workload and generating in them a considerable amount of anxiety. The study suggests the need for joint inquiry with associate teachers to establish a clear conception of teaching and learning, a conception which can guide the ongoing development of the pre-service programme and be modelled by associate teachers and university faculty in their relationships with student teachers.

Preservice practicum supervision is often carried out by special supervisory staff rather than by tenured or tenure-track education faculty. Some researchers feel this creates an unfortunate separation between the campus program and the practicum and results in lost opportunities to strengthen the school-university partnership. Five years ago, in an elementary preservice cohort program, the authors adopted a policy of heavy involvement in practicum supervision by all members of their faculty team; the authors also devised ways of supporting the faculty in their supervision. Over the past 4 years, the authors studied the effects of applying this model; it was found to strengthen the school-university partnership, enhance both the practicum and the campus program, and help faculty grow in knowledge and understanding of schooling. However, the approach was time-consuming and presented some other challenges for faculty. If it is to be adopted widely in preservice education, stronger institutional support is needed.

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