Abstract
ABSTRACT Research suggests that relational trust is important for teacher collaboration and shared learning. This study examines relational trust with a new population: teacher candidates and classroom mentor teachers (CMT). Our results suggest participants’ (n = 16) perceptions of trust in mentoring relationships align with published facets of trust. Further, we found candidates expressed trust in two distinct ways. Participants primarily expressed trustworthy behaviors by judging CMTs’ trustworthiness and were less likely to express demonstrations of trustworthy behaviors to CMTs. Candidates’ orientation toward judging may be useful to teacher preparers who want to help candidates self-direct positive field experiences.
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