Abstract
This chapter challenges the notion of the associate or school-based mentor teacher and pre-service teacher relationship as an expert/novice construct. It uses legitimate peripheral participation as a framework to understand the nexus between associate teacher and pre-service teacher relationships and the development of teacher identity within the various practicum communities of practice that pre-service teachers experience. The chapter presents a longitudinal case study of a pre-service teacher who experienced a collaborative university-school programme (CUSP) in his first year of Initial Teacher Education (ITE).
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Cobb, D., Harlow, A. (2017). Rethinking the Associate Teacher and Pre-Service Teacher Relationship. In: McNae, R., Cowie, B. (eds) Realising Innovative Partnerships in Educational Research. Educational Partnerships and Collaborations. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-062-2_10
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DOI: https://doi.org/10.1007/978-94-6351-062-2_10
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6351-062-2
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