Developing a culture of collaboration using mentoring triads in a preservice teacher program

Learning to teach is a complex process. Preservice teaching degrees are designed so that those who are learning to teach follow a sequenced journey that develops essential knowledge and skills. A key component of the journey in learning to teach is the professional placement whereby a preservice teacher is mentored by a classroom-based teacher. This chapter investigates the outcomes of three mentoring relationships that used a triad structure during a professional placement. The chapter specifically focuses on the ‘culture’ that evolved within the mentoring relationships and the elements that underpinned that culture. Research findings will be presented with reference to developing and understanding of the cultural dynamics of mentoring