Tensions in the mentor teacher-student teacher relationship: Creating productive sites for learning within a high school English teacher education program |
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| Institution: | 1. Edith Cowan University, Australia;2. Murdoch University, Australia;1. Florida Atlantic University, 5353 Parkside Drive, Jupiter, FL 33458-2906, USA;2. University of Wisconsin-Eau Claire, 105 Garfield Avenue, Eau Claire, WI 54702-4004, USA |
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| Abstract: | This paper identifies two of the most divisive patterns of tension within the mentor teacher-student teacher relationship—philosophical differences and tolerance for uncertainty—within an experimental high school English teacher education program based on collaborative inquiry and teacher research. Five differences in principles and processes in the experimental program emerged which support more effective ways of dealing with mentor teacher-student teacher tensions: (1) mentor teacher ownership of the program, (2) year-long student teacher experiences, (3) same university teacher educators across the year, (4) content area research, and (5) respect for school context. Using a case study approach, the author discusses how viewing these tensions as sites of inquiry have helped to shape the teacher education program and exploited tensions as productive learning opportunities rather than merely failures or insults. |
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