Two sides of a coin: Examining mentor and student teacher relationships during student teaching

Abstract

This qualitative study deconstructs the often taken for granted idea of “relationship building” between mentors and student teachers by examining how they are conceptualized and enacted during practice teaching. Data gathered from interviews and questionnaires reveal that mentors and student teachers hold different relational priorities. Mentor teachers prioritize personal exchanges rooted in respect and regard to build productive relationships with their student teachers, while student teachers identify their teachers’ instructional competence and mentoring commitment as more important considerations during early interactions. Findings suggest that mentoring relationships are built through a focus on learning teaching rather than expressions of care alone.