Navigating Conflicting Messages

This case study serves as a practical resource for teacher educators, cooperating teachers/mentors, or CPD facilitators to explore the complexities preservice teachers face during school placements—especially when personal values conflict with established school norms. It presents a scenario where Sarah, a preservice teacher, encounters gender-based curriculum differentiation that challenges her commitment to equity and anti-sexist education. The case can be used in teacher education programs to spark critical discussion on professional ethics, navigating institutional pressures, and strategies for advocacy within school systems. It’s particularly useful for prompting reflective conversations about how future teachers can maintain their professional identity and inquiry focus while adapting to varied and sometimes conflicting school cultures. It also encourages dialogue on how support systems—especially teacher educators and supervising teachers—can better collaborate to guide preservice teachers through such dilemmas. The guiding questions and the visual prompts could be used to inform the discussion. It is suggested to print and laminate the visual prompts (A5 would be the suggested size).

Access to the resource: Here

Audio description