Bonded relationships: supporting pre-service teachers to develop confidence and competency as elementary literacy educators

Abstract

Relationships matter in learning and in particular they matter for pre-service teachers engaged in learning how to teach in Midwest University, USA. This article reports findings from an 18-month long study that investigated how relationships supported and constrained four elementary pre-service literacy teachers’ professional identities as competent and confident novice teachers. Through discourse analysis, findings indicate an establishment of a bonded relationship between participants and with mentors. Language reveals the bonded relationships offer critical support for pre-service teachers in construction of their professional identities as knowledgeable and confident teachers. Implications for teacher educators to create spaces conducive to bonded relationships are included.