From Conflict to Collaboration: An Exploratory Study of Professional Development for Preservice Teachers and Mentors
DOI:
https://doi.org/10.5032/jae.v66i4.3257Keywords:
conflict management, teacher-student relationships, preservice teacher, Professional Development, Agricultural Education, Mentor-Mentee RelationshipsAbstract
Conflict resolution skills are critical for maintaining positive relationships within the triad of cooperating teachers (CTs), student teachers (STs), and university supervisors in agricultural education. While student teaching internships provide opportunities for professional growth, they are also prone to conflicts related to personal, pedagogical, and professional issues in the mentor-mentee relationship. If unresolved, these conflicts could negatively impact the student’s teaching internship experience and deter future educators from pursuing teaching careers. This study explored the sources of conflict within the triad relationship and examined how conflicts were navigated during the Spring 2024 student teaching internship. Using a qualitative exploratory case study approach, data were collected from CTs, STs, and university supervisors through pre- and post-internship surveys, collaborative discussions, and role-play activities during a pre-internship workshop. Findings revealed that pedagogical conflicts were the most frequently anticipated and experienced. Participants emphasized open communication, collaboration, and feedback as essential conflict resolution strategies. This study highlighted the importance of professional development in conflict resolution in strengthening mentor-mentee relationships. By equipping preservice teachers and mentors with these skills, agricultural education teacher preparation programs can continue to foster positive student teaching experiences and support teacher retention in the profession.
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