This study investigated 30 preservice teachers' journals for examples of the knowledge base for teaching, expectations for professional collaboration, and depth of reflectivity when discussing these issues. Content analysis was conducted on six journal questions intended to generate thought patterns in relation to professionalism in teaching. Descriptive statistics and multiple regression were used to examine the data. Analysis revealed a dearth of substantive examples of the new knowledge base and collaboration. However, when examples were evident, they consistently predicted depth of reflectivity, suggesting an integrated growth of professionalism in the preservice teachers. (Contains 31 references.) (Author/SM)