Learning to Teach, Learning to Endure: Teacher Candidates’ Experiences of Sexual Harassment in the Ontario Teaching Practicum

Abstract

Despite increased awareness of workplace sexual harassment engendered by the #MeToo movement, and the emergence of research on sexual harassment in experiential learning placements, there is no substantial published research on teacher candidates’ (TCs’) experiences of sexual harassment (SH) during mandatory school practicum. TCs are particularly vulnerable due to their typically young age, non-unionized position, inexperience within the educational system and most workplaces, and unequal power relationships with associate teachers (ATs): senior colleagues who supervise and evaluate a TC’s practicum. Currently, teacher education programs may lack the resources and supports required to address TCs’ experiences of practicum SH; this may jeopardize TCs’ mental health, self-efficacy, and success at a critical point in their lives and careers. This thesis investigates how TCs who faced sexual harassment during practicum experienced its impacts, the reporting process (if applicable), and institutional responses, guided by the following research questions: 1) What are the impacts of SH on teacher candidates? 2) Which factors contribute to a TC’s decision to report – or not – SH experienced during practicum? 3) How do different institutional responses to reported SH impact TCs? Findings were translated into recommendations to faculties of education to improve SH prevention during practicum and develop supportive response procedures.