Student teachers’ perceptions of trust during the team practicum

Abstract

Team teaching as a form of collaborative teaching practice is increasingly employed in teacher education. Positive and trusting relationships with the team partner and the mentor teacher are at the core of such internships and form the basis for optimal learning experiences and successful cooperation in the practicum. However, trust has been little explored in pre-service teacher education. The present study addressed students' perceptions of trust in their team partner and their mentor teacher. A total of 109 Swiss students studying pre-primary and primary teacher education filled in questionnaires (open-ended questions), and another 27 student teachers were interviewed. The results reveal that many different facets contributed to student teachers' perceptions of trust. These could be divided into the two main dimensions: interpersonal and professional trust. Open communication based on mutual appreciation and respect was the core element of a 'trusting' relationship from the students' perspective.