This is the second of two self-studies of my efforts to prepare preservice teachers for the practical realities of the classroom while being respectful of their personal practical knowledge. I coined the term “relational teacher education” to convey my approach, which is informed by Rogers' “helping relationships” and Hollingsworth, Dybdahl, and Minarik's “relational knowing.” In this paper, I share “A Letter to Preservice Teachers” before exploring the final four characteristics of relational teacher education: respect and empathy, conveying respect and empathy, helping preservice teachers face problems, and receptivity to growing in relationship.
No takes yet. Share an insight, caveat, or question.
Julian Kitchen (2005) studied this question.