Critical conversations between cooperating teachers and preservice teachers

What is it about?

Many scholars agree that we need to prepare new teachers to be critical, socially just educators. There is also evidence that cooperating teachers, or mentor teachers, can be very influential in new teachers' learning about teaching. In this piece, I examine conversations where cooperating teachers attempted to mentor preservice teachers in being critically reflective about their power and positioning in the classroom.

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Why is it important?

Findings from this research highlights the potential and some of the complexities of cooperating teachers' using reflective coaching conversations to help model and mentor new teachers' into critical, socially just teaching.