Abstract
The purpose of this paper, which utilises Foucault’s theoretical framework, is to study the effect the existent web of power relations and the school regulative discourse have on the formation of the students as teacher-subjects, during their teaching practice organised by a Department of Primary Education in Greece. The data were collected using two research tools: the interview and observation. The research findings showed that power relations are formed between the mentors and the students. Moreover, the mentors’ action unfolds on three levels. They simultaneously act as supervisors and evaluators, as lead-teachers in the classroom and as role-models for the students. It is through their action that the students become familiarized the school regulative discourse. The majority of the students conform to the norms of the school regulative discourse and obey the controls exercised by the mentors, during their practicum.
 
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Highlights
School is a disciplinary institution, which aims at the “school normalisation of childhood” (Foucault, 1989; Solomon, 1992, p.321)
The purpose of the current study is to examine the effect power relations and the school regulative discourse have on the action and the body of students-future teachers (SFT) during their teaching practice at a Department of Primary Education in Greece
The purpose of the present paper was the detection of the effect mentors’ action and the school regulative discourse have on the action and the body of student-teachers at a Department of Primary Education in Greece, during their teaching practice (TP)
Summary
School is a disciplinary institution, which aims at the “school normalisation of childhood” (Foucault, 1989; Solomon, 1992, p.321) Within this institution, the educator is simultaneously a transmitter of knowledge and the means for keeping the pupils’. He has a direct impact on the final educational outcome (Foucault, 1989; Karras, 2011; Koustourakis, 2007, 2018; Solomon, 1992). The fact that teachers play a central role in the educational process raises a number of questions regarding the content of their training, which are linked to the knowledge and skills they have to acquire
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