摘要：In September 2003, Laurentian University began offering a Concurrent Bachelor of Education in English. As the program prepared to graduate its first cohort in the spring of 2007, the researchers realized they had a unique but brief window of opportunity to learn as much as possible from the first graduating class. This article reviews the findings through a three-pronged approach: three ninety-minute focus group sessions with graduating students, the administration of a Likert scale, and an exit interview with each participating student. Key results indicate that students were overwhelmed by both teaching responsibilities and class-based assignments. Their early pre-practicum experiences provided later context for reflective practice during the final practicum experiences. In some situations, the students more readily connected with their associate teacher, while others struggled to find their place in the classroom. In contrast to other studies, results indicate that the teaching practicum is not always the transforming highlight of the professional year.
