The unsung heroes of practicum mentorship: Moving toward a triad model inclusive of student voice to support student teachers’ professional learning

Abstract

Classroom students are rarely, if ever, acknowledged in scholarly literature as having a support role in the teaching practicum. This qualitative study examined strategies adopted by seven student teachers in Quebec (Canada) to invite their high school students to inform their professional learning during a 12-week practicum. Drawing on positioning theory, findings support a shift toward a contemporary practicum mentorship model that encourages a reciprocal relationship between student teachers and their classroom students. This study invites initial teacher education programs to consider more collaborative, non-hierarchical mentor relationships that are inclusive of various voices and experiences.