Playing the Apprentice Card

This case study is a valuable tool for examining the tension preservice teachers often feel between theory and practice—especially when working under the guidance of more traditional mentors. It centers on Jessica, a student teacher placed with a mentor who upholds strict, competitive PE practices. Although she recognizes the exclusion of students like Mark and is aware of inclusive strategies from her university training, Jessica feels limited by her “apprentice” status and hesitant to challenge her mentor. This resource can be used in teacher education programs to facilitate discussions around professional agency, mentorship dynamics, and how to take initiative within respectful boundaries. It helps future educators reflect on what it means to lead from within a subordinate role, how to act on social justice values through small but meaningful actions, and how to navigate the often hierarchical structure of school placements. 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).

Resource creators: Consortium of colleagues from the Justice Ed project

Contact email: elaine.murtagh@ul.ie

Access to the resource: Here

Audio description