יחסי אמון והסתרה בהדרכה פדגוגית

Mentor-mentee relationships are not always smooth and open. The present study explores one such disharmonious aspect: pre-service teachers’ tendency to hide their difficulties. Within the context of teachers’ professional preparation in two Israeli colleges, the researchers documented 32 lessons taught by student teachers at their PDS schools, and the subsequent supervision meetings. In private semistructured interviews conducted shortly afterwards, the students described the topics they wanted to discuss but decided to conceal, and their motives. It was found that one quarter of the interviewees felt secure and confident to discuss any topic. The other mentees concealed topics associated with their relationship with their mentors, not necessarily related to professional dilemmas. They sought to protect themselves and others, maintain smooth relations, and properly address some practical issues. In a few cases, mentors offended students and betrayed their trust. Concealment, it is argued, provides the student teachers a sense of control; it enables pre-service teachers to effectively regulate the relationship with their mentors, and satisfy their needs and interests. Despite these advantages, concealment undermines trust relations, hinders mentors’ ability to perform their role, and blocks the path toward effective learning and proper professional education.