As a Gen-Z entering the profession, I recognize the current factors shaping the educational landscape. The increased complexity of teaching tasks and responsibilities, and rapid technology changes (including the emergence of artificial intelligence) are the realities I am stepping into.
My practicum experience reinforced for me the importance of a collaborative, team-based space led by mentor–teachers to help teachers new to the profession navigate these realities. I am deeply grateful for the guidance and support of my cooperating teacher. Her timely information, clear expectations and willingness to answer my countless questions have been crucial to my growth.
One of the most significant takeaways from my time in the classroom has been the understanding that becoming an effective teacher is a continuous process of evolution. There’s no magical “eureka” moment, no switch that flips to make you a master of the craft instantly. Instead, it’s about embracing the daily opportunities to learn, adapt and refine your approach. Initially, I felt pressure to have all the answers, to execute every lesson flawlessly. This pressure stemmed from my need for constant academic validation as a student, where I often equated success with perfection. However, I quickly realized that this self-imposed expectation was not only unrealistic but also counterproductive.
The support I received from my cooperating teacher didn’t appear as isolated acts of kindness; rather, it was indicative of the prevailing ethos in the school. Teachers openly discussed their challenges, shared their successes and collaboratively solved issues ranging from curriculum implementation to student well-being. This collaborative spirit extended beyond just sharing materials. During prep times, teachers engaged in informal professional development and offered constructive feedback on each other’s lesson ideas. It became clear: you rise or fall to the level of those around you. Being immersed in this environment of continuous learning and shared expertise pushed me to be a better student teacher, to ask more insightful questions and to strive for innovative teaching practices.
The ATA itself emphasizes that field experiences create conditions that “recognize and promote teaching as a reflective and collegial practice.” My experience was a living testament to this. My practicum has been more than just a requirement, it has been a crucial period of growth, learning and self-discovery. It has affirmed my passion for education and provided me with the practical experience necessary to approach the threshold of this profession with confidence.
As I prepare to embark on my teaching career, I am filled with gratitude for the teachers who welcomed me into their collective and eagerly shared their knowledge and resources. I understand now that my growth as a teacher will be inextricably linked to the strength of the professional relationships I build and the collaborative spirit I embrace.
Standing on the cusp of officially joining the teaching profession, I am energized by the prospect of creating the conditions for rich and powerful learning in my own classroom. I want to be a teacher who knows how to learn and who continues to learn alongside my students and colleagues. I am also filled with a sense of hopeful anticipation. I understand that there will be ongoing demands and expectations, but my practicum has equipped me with a crucial insight: balancing these external pressures with a focus on my own growth as a teaching professional is key to long-term success and fulfillment. Adopting a learning mindset, being open to new ideas and perspectives, will undoubtedly serve me well as I navigate the complexities of this career.
My journey through student teaching has reinforced for me the idea that no one starts out with all the answers. Becoming an awesome teacher is not about innate talent but about a commitment to lifelong learning, a willingness to embrace challenges, and a dedication to the growth of both you and your students. This experience has ignited a passion within me to prioritize the learning process over the pursuit of a flawless performance. I am excited to step into my own classroom and continue this incredible journey of becoming. ❚
Farah Hamad is a fourth-year bachelor of education student in the Teachers Education North program at the University of Alberta, in collaboration with Northwestern Polytechnic. Her passion for the humanities drives her academic pursuits, as she strives to instill a love of learning in her future students.
Preservice teacher, University of Alberta collaborative degree, Northwestern Polytechnic
