Classroom students are rarely, if ever, acknowledged in scholarly literature as having a support role in the teaching practicum. This qualitative study examined strategies adopted by seven student teachers in Quebec (Canada) to invite their high school students to inform their professional learning during a 12-week practicum. Drawing on positioning theory, findings support a shift toward a contemporary practicum mentorship model that encourages a reciprocal relationship between student teachers and their classroom students. This study invites initial teacher education programs to consider more collaborative, non-hierarchical mentor relationships that are inclusive of various voices and experiences.

中文翻译：

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实习指导的无名英雄：走向包容学生声音的三合会模式，以支持见习教师的专业学习

学术文献很少承认课堂学生在教学实践中发挥支持作用。这项定性研究考察了加拿大魁北克省的 7 名实习教师在为期 12 周的实习期间邀请高中生介绍他们的专业学习的策略。根据定位理论，研究结果支持向当代实习指导模式的转变，鼓励实习教师和课堂学生之间建立互惠关系。这项研究邀请最初的教师教育计划考虑更具协作性、非等级制度的导师关系，其中包含各种声音和经验。