The purpose of this study is to search the reflection and orientation of the practicum in Korea teacher education program. Teacher's professionalism is variously conceptualized as we see the nature of teaching and quality of professional occupation. There are many critics about the meaning and nature of teacher practicum. The issue about teacher professionalism and teacher education program is centered on the conception and period of practicum. As usual, teacher practicum in korea has been managed in accordance with technical rationality. The notion of technical rationality on professionalism have overwhelmed the practice of teacher role in the situation of teacher education. So, the biased conception of teacher professionalism and practicum often brings about many problems in teacher education. So we need to search the problems and future orientations about teacher professionalism and practicum. We criticize technical rationality on professionalism and teacher practicum in terms of Schon's reflection-in-action and reflective?narrative knowledge. To improve the problems of teacher practicum, we should consider many factors about teacher education. There are many factors in improving practicum: change in conception of teacher professionality, focus on the profession of teacher education program, multidimensional management of practicum content and period, establishment of PDS, practicum internship, and support of teacher learning community. In this paper we argue new conception of teacher professionalism is constructed on the basis of reflective?narrative knowledge and the nature of practicum.