We draw on two studies of student teachers as they learn about learning while interacting with pupils. We argue that the affective notion of relational agency needs to become more central to understanding pedagogy if we are to prepare learners for the demands of the knowledge age. Here relational agency is defined as a capacity to engage with the…

Analyzes the content of conversations between student teachers and their mentors in the United Kingdom. Indicates that both sets of participants used the conversations to limit possibilities for students to fail. Shows that students presented themselves less as learners in their mentors' classrooms and more as fellow teachers or guests. (DSK)