LAUSR

Abstract This paper draws on Honig’s (1994) concept of dilemmatic space to analyze the teaching practicum and to frame the ethical dilemmas that teacher candidates experience during it. The dilemmatic space highlights the wider context in which dilemmas occur, replacing the practice of analyzing ethical dilemmas as specific disconnected incidents. The practicum is the first opportunity for teacher candidates to spend a significant period of time in the classroom during their certification process. The supervised environment is important in supporting and mentoring teacher candidates; yet the hierarchical structure of the practicum can lead to ethical dilemmas that emerge in the gap between TCs’ desire to explore their professional identity and the need to please their supervisors and “pass the practicum.” Analyzing the practicum as a dilemmatic space is important not only to better support teacher candidates, but also to critically reflect on the structures of teacher education programs and the intersection of theory and practice in teacher education.