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and rolled her eyes regularly as the conversation about how the placement had pro-
gressed. Eventually O’Brien asked Zandra directly how she thought the placement
had gone and why Ms. McManen requested that it be terminated.
Zandra replied:
That teacher was an absolute bully, I wouldn’t treat my worst enemy that way and I’d never
be that kind of teacher in a million years! She just got cut ‘cause I was nice to the kids and
they liked me and started hating her. She’s got no business teaching other people how to
teach when she shouldn’t be teaching herself!
O’Brien and the course convenor continued to facilitate what was a stilted and
difficult conversation and inevitably turned towards some critical discussion of what
Zandra could have done to approach the situation differently. At that point, Zandra
showed signs of visible distress. She was angry, frustrated and upset at the same
time. When it was pointed out that she was in fact acting very defensively, and that
such an approach in the placement could have been challenging for the teacher and
other staff to respond effectively to, Zandra broke down into tears. After some
silence and supportive encouragement, Zandra disclosed that she had recently left
an abusive relationship, and whilst she had felt confident enough starting her studies
after resettling in another state, there were characteristics that her teacher mentor
regularly demonstrated that (to her mind) reminded her of that relationship. This
‘pushed buttons’ she’d thought were long extinguished. She responded to the firm
(possibly stern) approach of her mentor teacher by being, in her words, ‘tough and
uncompromising back’ during their time together. In her words, ‘I can give as good
as I get’. In appeared that where Zandra perceived a ‘bully’ teacher mentor, her
defensive, somewhat automated response was perceived (by Ms. McManen) as
being ‘bullish’ in return.
Sebastian’s Story
Sebastian was well known to most of the teacher educators in his program because
he went out of his way to be charming, conversational and affable to staff and his
peers. He was a keen student, who regularly espoused his commitment to changing
the lives of young people, whom he hoped would eventually share his passion for
learning, especially science and great novels. He presented well and was enthusias-
tically welcomed by his mentor teacher (Mr. Rashna) and the school staff who
eagerly included him in their lunchtime conversations and after-school planning
sessions. However the placement took a difficult turn by the midpoint, where a
meeting between the teacher mentor, teacher educator and Sebastian was called. In
the preparation notes and mid-placement report, the mentor teacher affirmed
Sebastian’s pleasant nature and apparent willingness to learn but questioned his
commitment to teaching children in a primary school setting. Sebastian prepared for
the meeting by sending the teacher educator his notes reflecting on his progress to
M. O’Brien et al.