Abstract
Some researchers have argued that student teachers should be encouraged to access the wisdom of their supervising teachers through observations and interviews. In this article we discuss two student teachers’ contrasting stories about their experiences in trying to access experienced teachers’ wisdom. In particular, we focus on the power relations between the student teachers and their cooperating teachers. Through this study we have come to believe that it is possible for student teachers to develop wisdom of practice, deliberative wisdom and wisdom-in-practice through observation, inquiry, reflection and practice within a community where members are prepared for “positioning” and shifting power relations.
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