Faculty Publications

Document Type

Article

Publication Date

September 2019

Abstract

This study investigated what happened during the implementation of a co-teaching model for student-teaching from a relational perspective. When analyzed through the theoretical framework of care ethics, teacher-candidates and their mentor-teachers developed caring relationships, acknowledged and negotiated differential power dynamics, and described cultivating a caring climate through dialogue and modeling.

Comments

This is the pre-print of an article published by SAGE in the Journal of Teacher Education on September 6, 2019. Authors retain copyright. The final version of this article is available here: https://doi.org/10.1177/0022487119872696

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