Positioned to Co-Learn About Equity: Reconceptualizing Teacher Candidates’ and Mentor Teachers’ Roles in Clinical Experiences

• In Event: Redefining Teacher Mentorship: Fostering Failure Pedagogical Mindsets and Collaborative Learning in Teacher Preparation Programs

Abstract

Equity-oriented teaching calls for all teachers, regardless of experience, to engage in ongoing learning. However, within traditional clinical experiences, Mentor Teachers (MTs) are often positioned as “experts” and Teacher Candidates (TCs) as “novices” who accrue knowledge from MTs. In response, we designed “collaborative learning structures” (CLSs) to support TC-MT dyads in “co-learning” (learning with and from one another) about equity-oriented mathematics instruction. This paper explores how TCs and MTs were positioned when using a CLS. Findings indicate traditional positionality (TC as “Learner-only” and MT as “Knower-only”) limited opportunities for both participants to learn about equity. To realize the potential for equity-oriented learning in clinical experiences, we suggest reconceptualizing both participants’ roles to include positions of “Learners,” “Knowers” and “Collaborators.”

Authors

• Heather Fink, Portland State University

• Melinda Knapp, Oregon State University - Cascades

• Taylor Stafford, University of Washington