EXPLORING THE EMOTIONAL GEOGRAPHIES OF PARENT–TEACHER CANDIDATE INTERACTIONS: AN EMERGING SIGNATURE PEDAGOGY

Abstract

This article explores preservice teachers' emotional responses to simulated parent–teacher conferences. The authors examine the transfer of a medical education pedagogy as it is diffused to teacher education, scrutinizing the types of emotional responses teachers exhibited as they engaged with standardized parents in six clinical parent conferencing situations. Resulting data indicate the importance of this pedagogy in exposing preservice teachers to parent/caregiver contexts, professional communications, and the emotional terrain of school-family partnerships.