ABSTRACT
This chapter describes the teacher educator's mediational intent behind the selection and sequencing of each of these practices in the internship, specifically because it is the capstone course of a TESL certificate program. It highlights how a teacher participating in an internship engaged in a sequence of structured mediational spaces that allowed for prolonged participation in the activities of language teaching. This sequence made responsive mediation possible, and the teacher experienced gains and setbacks, with the opportunity to turn setbacks into gains in the learning-to-teach experience. In spite of having an ideal for teaching, the teacher struggled to enact that conceptualization, as is typical of many beginning teachers. Both the teacher's successful and unsuccessful experience with enacting her conceptualization, with supportive mediation, helped to foster the development of greater levels of teacher/teaching expertise. The teacher educator needs to develop some understanding of each teacher as an individual, so the journal entries provide a space for teachers to express their cognition.
