Negotiating Support for Failure within the Student Teaching Triad: A Qualitative Case Study
DOI:
https://doi.org/10.5032/jae.v67i4.3419Keywords:
Student Teaching Triad, Mentoring Schema Theory, Qualitative Case Study, Student Teaching Experience, Teacher Preparation, MentoringAbstract
This qualitative case study investigated how student teachers, cooperating teachers, and university supervisors perceived failure and enacted support. I used mentoring schema theory to explore how prior experiences, beliefs, and mentoring identities shaped triad members’ roles, responsibilities, and support behaviors. The data suggested failure was constructed in varied and fluid ways across triad members, directly influencing expectations for support. Support was neither fixed nor shared; it was negotiated through individual mentoring schemas and their congruence within the triadic relationship. I suggest effective support during student teacher failure depends less on prescribed roles and more on the alignment and negotiation of mentoring schemas, which means mentoring expectations must be made explicit and triads should be prepared to navigate failure collaboratively.
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